Integrating the learning cycle/5E model as the online framework in a large teacher education program

Concurrent Session 9

Session Materials

Brief Abstract

In a large public university in the Southwest, faculty are employing the inquiry-based model known as the learning cycle/5E in a Masters level science and mathematics teacher education program (Bybee, et al., 2006; Lawson, 2010; Marek & Cavallo, 1997) as integrated with the elements on best practices in online teaching (Quality Matters and the Online Learning Consortium).  In each course and throughout the program faculty employ, and students experience the learning cycle/5E model as the foundation for learning. The program goal is that teacher graduates will philosophically and in practice, adopt this constructivist, inquiry-based model in their PK-12 teaching and curriculum development. Therefore, consistent with the theoretical foundation of the learning cycle/5E and unique to this program, the very structure of each online learning module and the overall program is designed to follow the learning cycle/5E model format. Discussion will inspire participants to design experiential online curriculum around the learning cycle/5E model while implementing Quality Matters, and provide guidance on the development process, faculty engagement, and learner success.

Presenters

Dr. Ann Cavallo is Associate Dean for Research and Graduate Studies, Co-director of UTeach Arlington, and Distinguished University Professor of Science Education in the College of Education at The University of Texas at Arlington (UTA). Dr. Cavallo earned her B.S. from Niagara University, and her M.S. in Science Education/Biology, Dr. Ann Cavallo is Associate Dean for Research and Graduate Studies, Co-director of UTeach Arlington, and Distinguished University Professor of Science Education in the College of Education at The University of Texas at Arlington (UTA). Dr. Cavallo earned her B.S. from Niagara University, and her M.S. in Science Education/Biology, M.S. in General Science, and Ph.D. in Science Education from Syracuse University. She holds secondary teacher certification in Biology, Chemistry, Earth Science, and General Science, and taught middle and high school science prior to earning her graduate degrees. She has held faculty appointments at the University of Oklahoma, the University of California-Davis, and Wayne State University. Dr. Cavallo developed and directs two fully online, nationally ranked M.Ed. programs in science education and mathematics education, which were first launched in 2009 at UTA. In 2015 she received the Distinguished Record of Research Award and in 2016 was named Distinguished University Professor and inducted into the Academy of Distinguished Scholars at UTA. She is currently Principal Investigator of two National Science Foundation Robert Noyce grants totaling over $2 million. Dr. Cavallo’s research investigates high school and college students’ learning approaches and strategies, scientific reasoning, self-efficacy, and their acquisition of conceptual understandings of science, particularly through inquiry based teaching models. She also studies teacher learning, induction, and retention in the profession. Dr. Cavallo has over 40 publications in internationally and nationally refereed journals and proceedings, as well as several books and book chapters. In total, she has secured more than $9 million in grants from various funding agencies to support her work. She has made over 70 presentations at professional conferences, and has held significant leadership positions in professional organizations.
Dr. Kashif Asdi is passionate about learning-centered experiences for success of all students across many colleges. He works with program leaders and faculty to support college and department strategic priorities around online educational innovation. Kashif is committed to using an interdisciplinary approach to design efficient and flexible online curricula and assessments. Kashif has led teams of curriculum specialists and instructional designers to create competency-based, learning-centered curricula for fully online and hybrid programs at Western Governor’s University, Capella University and the University of Minnesota. Kashif also served as a Chief Academic Officer at Sophia Learning to support affordable college initiatives.

Additional Authors

I have worked in higher education, K-12, and industry. My passions are emerging instructional technologies, mobile learning pedagogy, open courseware, game-based learning design, and increasing access to quality learning experiences through innovation and research. My specialties include: eLearning, mobile learning, instructional design, game-based learning design, instructional media, faculty training, emerging learning environments, social media and learning, and blended learning. In my role at Academic Partnerships I support partner institutions to increase access to quality learning experiences within the connected, contemporary higher education landscape. I serve faculty through evidence-based practices moving to the online learning modality including professional development, experienced instructional design, and learning technology expertise and connoisseurship. *When I am not thinking and working on things such as these, I love to ride my bike, skateboards, and Ducati motorcycle. I have been teaching since the 90s and online for 15 years. Regardless if I ever decide to retire, I will still be connected, sitting on a beach teaching online as it a true passion.

Extended Abstract

In a large public university in the Southwest, faculty are employing the inquiry-based model known as the learning cycle/5E in a Masters level science and mathematics teacher education program (Bybee, et al., 2006; Lawson, 2010; Marek & Cavallo, 1997) as integrated with the elements on best practices in online teaching (Quality Matters and the Online Learning Consortium). The learning cycle/5E model is theoretically and practically designed to match how people learn based on the psychology of learning, particularly of Piaget (1964) and Vygotsky (1978). The learning cycle/5E is a student-centered, constructivist model that promotes learning and the development of sound conceptual understandings through instruction designed in the following phases: Engage, Explore, Explain, Elaborate, and Evaluate. 

In each course and throughout the program science and mathematics education faculty employ, and students experience the learning cycle/5E model as the foundation for learning. The goal of the program is that teacher graduates (students in the program) will philosophically and in practice, adopt this constructivist, inquiry-based model in their teaching and curriculum development. Therefore, consistent with the theoretical foundation of the learning cycle/5E and unique to this program, the very structure of each online learning module and the overall program is designed to follow the learning cycle/5E model format. Discussion will inspire participants to design experiential online curriculum around the learning cycle/5E model while implementing Quality Matters, and provide guidance on the development process, faculty engagement, and learner success.

Learning and using the model in the program facilitates a philosophical and practical shift in approaches to teaching, and incorporates significant faculty professional development, the use of common program elements, and shared templates as critical components of the online educational change strategy.

Preliminary results from a mixed-methods study will be presented along with examples and the templates used.

Twitter polls will be used to collect instant feedback from the participants to engage them in addressing the questions related to the learning cycle/5E Online Program Framework.

In this session participants will themselves experience the learning cycle/5E model. Participants will:

  1. Engage in activities that allow them to (Explore) experience the nature of learning upon which the learning cycle/5E is based
  2. Construct understanding of the logic of the learning cycle model in promoting student learning (Explain)
  3. Identify how to apply the learning cycle/5E model as an online program framework from diverse perspectives, create professional learning experiences, and explore some of the tools, templates, and types of activities developed in this initiative (Elaborate)
  4. Articulate the challenges and areas of opportunity to design, develop, implement, and measure learning in a true inquiry-based approach (Evaluate)