7e Learning cycle
Comparison of the 5e and 7e learning
cycles
| 5e Learning cycle | 7e Learning cycle |
|---|---|
| engage | elicit engage |
| explore | explore |
| explain | explain |
| elaborate/extend | elaborate |
| evaluate | evaluate |
| extend |
The model differs from the 5e Learning cycle in two ways. The engage element is expanded into elicit and engage. This places a greater emphasis on prior experience and eliciting tacit knowledge that can be used as a foundation for the learning to come.
Elaborate and evaluate are expanded into elaborate, evaluate and extend. This mostly aims to differentiate between the 2 types of 'elaboration' possible in the 5e model. The elaboration phase of the 7e Learning cycle is limited to elaborating on the current situation (e.g. introducing/changing parameters), while the post-evaluation extend phase involves transfering newly acquired skills and knowledge to new situations within the domain.
Links
The 7-E’s Learning
Cycle
Phase 1:
Elicit
Determining prior knowledge: “What do you know
about..?”
Phase 2:
Engage
Arouse student interest by using a discrepant
event, telling a story, giving a demonstration, or by showing an object,
picture, or brief video. Motivate and capture student
interest.
Phase 3:
Explore
Have students work with manipulative (e.g., natural objects,
models) to make observations, investigate a question or phenomenon. Have
students make predictions, develop hypotheses, design experiments, collect data,
draw conclusions, and so forth. Teacher role is to provide support
and scaffolding. Student role is to construct understanding through
active experience.
Phase 4:
Explain
Students report findings and discoveries to the class.
Teacher allows opportunities to verbalize and clarify the concept;
introduces concepts and terms and summarizes the results of the exploration
phase. Teacher explanations, texts, and media are used to guide
learning.
Phase 5:
Elaborate
Have students apply the newly learned concepts to new
contexts. Pose a different (but similar) question and have students
explore it using the concept.
Phase 6:
Evaluate
Use the formative assessment from Elicit Phase and assess:
for example, the design of the investigation, the interpretation of the data, or
follow-through on questions, looking for student growth. Growth is
the desired change in the students’ understanding of key concepts, principles,
and skills in a differentiated classroom. Expectations vary
according to the student’s beginning point. Summative assessment may be used
here to measure achievement and assign a grade.
Phase 7:
Extend
Lead students to connect the concept to different contexts,
transfer new learning.
“Teaching Constructivist Science K-8” by
Bentley, Ebert, and Ebert; Corwin Press, 2007, pg.
117-119.
5E
7E
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