The Learning Cycle user guide
Contents
1. It is important to be flexible but that the choices we make when designing learning come from a set of well tested principles This allows us to be consistent and coherent in how we operate Ea Using the six part Learning Cycle What should be included All lessons will contain at least one Learning Cycle starting at connect To guide staff and to ensure consistency of Teaching and Learning this has been defined into Must Should and Could statements The basic components of lessons are Must statements indicated in red Should and Could statements bring in flexibility to meet the class needs rather than following a prescriptive formula Using the six part Learning Cycle Must statements are the basic components of lessons itis an expectation that all lessons will contain these strategies to ensure consistency of teaching Should statements planned for most lessons but there may be times when an alternative strategy is more effective Could statements are for the teacher to select the most effective strategy for good progress of the group Any statement in italics is an Assessment for Learning strategy placing AfL at the heart of good Teaching and Learning AfL enables the teacher to check and monitor the progress of the students learning and adjust the lesson accordingly Must statements form The Cockburn 10 and are the basic components of the Learning Cycle and essentials for every lesson to ensure quality and consisten2. COCKBURN SCHOOL y Specialist status in the Performing Arts Cte A Framework for Teaching and Learning The Learning Cycle user guide The Learning Cycle V o a GVWatatayY2Vaxu connect j Share Demonstrate gt Learning Outcomes Share Information How does the Learning Cycle work The diagram above outlines how effective teachers should design learning as a consistent approach to Teaching and Learning and is based on the accelerated learning model The six part Learning Cycle supports teachers to structure their lessons to encourage consistency for students but also facilitates flexibility of structure so progress is maximized for students The six part Learning Cycle consists of Connect Share Learning Outcomes Share Information Activity Demonstrate Reflect A lesson should comprise of all parts of the cycle to facilitate good learning and progress starting with connect When delivering the lesson parts of the cycle can form loops for example demonstrate and reflect students may need to return to demonstrate following reflection to improve upon their first attempt it may also be appropriate to repeat the cycle within a lesson When planning lessons experienced teachers should consider the most effective number of cycles that are most appropriate to enable students to make good progress Staff on training and support programmes will be guided to design lessons that follow one cycle by mentors and coaches
3. contain self reflection using success Students reflect on the process for criteria could be levelled could be whole class learni bate Ww iss we a and how OP E i con we apply our ieaming me 5 could be groups ito1 puree Should contain retention of prior learning Could contain peer or self assessment tasks Students listen and respond to Could prepare the learning for the next lesson kebak konaa Could be student led Could contain the setting ot homework tasks Must effectively engage students in learning Could use relevant starter activities Could review previous learning Could respond to marking feedback or homework Connect eto Could start with independent learning Could start with an open ended task Could start with a big question to solve Could contain peer or self assessment tasks Must be shared during the lesson consisting of a learning objective and success criteria to make progress explicit to students Must be displayed throughout the lesson Must record the learning objective at the beginning of the piece of work This may not be at the beginning Sharing Learning of the lesson Outcomes Should be shared revisited at any point during the lesson where appropriate Should link to bigger picture and promote SMSC school values amp expectations Could be shared by asking what students already know Could be established by students Could be shared as the lesson and learning progresses M
4. to re shape tasks where necessary it may be appropriate to make a loop back to share information if the task is not working or to reflect on the progress made so far Differentiation should be a planned part of the activity phase focusing on matching the needs of groups or individuals Differentiation by outcome is only acceptable when students are undertaking a test Activity phase Teacher Students OO OOOO Must listen observe and judge when it is appropriate to review learning with class or individuals to maintain appropriate pace of learning or reshape the task Must match students needs accurately Should promote one or more of students high levels of resilience contidence and independence Should contain tasks or activities that provide challenge through appropriate differentiation Should show high interest in achieving the objectives of the lesson Should promote RWCM inc SMSC where appropriate Could organise students to work independently in pairs or groups Students are active in their learning thinking about the information they have been given processing researching further making decisions discussing ideas arguing points Students are challenged by the task or activity Students work independently in pairs or groups Students have the opportunity to demonstrate high levels of one or more of resilience confidence and independence Demonstrate phase If you can understand it you can expl
5. ain it Original Artist Reproduction rights obtainable frorn www CartoonStock com Explanation of Demonstrate Phase ITS Demonstrate phase frequently forms a loop with Activity and Reflect In this phase students are given opportunities to generate the products that demonstrate their understanding and progress Demonstrate Phase what the teacher is doing what the students are doing Teachers are reminded that in the outstanding classroom all students have the opportunity to apply learning to new contexts This is another barometer point for progress in the lesson and invites teachers to reshape the task loop back to Activity or move to Reflect Demonstrate phase Teacher Students OOO OOOO Must ensure students apply learning to new contexts or different situations or deepen and develop existing knowledge and skills Should use a range of skilful questioning strategies often reshaping tasks Should promote RWCM inc SMSC where appropriate Could contain peer or self assessment tasks Could contain the setting of homework tasks Students demonstrate progress towards the learning outcomes Students are able to apply their new understanding Students demonstrate their learning and progress through spoken practical or written work Students present what they have learnt to the teacher each other or the class Reflect phase Learning without reflecting is like filling the bath without puttin
6. anding classroom this phase invites the selection the most effective methods to share information this invites creativity innovation and risk taking to try out exciting methods of sharing information Teachers should use a range of questioning strategies and consider what methods students will use to give their answers or take part in the sharing of information Share Information phase Must consider most effective methodsto Students are actively listening asking share information to maximizeinclusion good questions and or presenting and impact sharing absorbing information Should use a range of questioning strategies toaddress misconceptions Students participate well Should be aware of too much teacher talk or over teaching during this phaseofthe Students demonstrate good attitudes to lesson could hinder progress learning Should promote active listening strategies Could be student led Activity phase There is little point in giving students ready made meaning CORISTINE NOSTLINGER Explanation of Activity Phase Activity phase is when students are completing a task or an activity Students are engaged busy challenged stretched and concentrating This is another barometer point for progress in the lesson and invites teachers to reshape the task where necessary Activity Phase what the teacher is doing what the students are doing In the outstanding classroom teachers must take the opportunity
7. comes phase If you accept the expectations of others especially negative ones then you never will change the outcome Look kid this is an era of lowered expectations Explanation of Share Learning Outcomes Phase Sharing Learning Outcomes phase makes the learning purposeful relevant and sets learning in context Expectations around learning and progress are made clear in this phase but again there is no prescriptive way of delivering this phase The teacher should be mindful of too much teacher talk and overly complicated learning objectives that may slow the learning process Share Learning Outcomes Phase what the teacher is doing what the students are doing Teachers are reminded that in the outstanding classroom how students will make progress is made clear through the success criteria learning objectives must be displayed throughout the lesson and build in challenge and demand over a series of lessons or scheme of learning In some instances teachers might want to pose a big question or problems first without clarifying the learning objective to encourage thinking and metacognition Example phrases teachers might usefor Sharing Learning Outcomes If you are really successful today you will be able to do say show this will be good progress To make good progress we need to If you can we have made good progress What we are learning today is hard but we will know we have made good prog
8. ctive checks of students understanding throughout lessons anticipating where to intervene and doing so with notable impact on the quality of learning Must contain a review or summary of learning Should contain self reflection using success criteria could be levelled could be whole class could be groups 1to1 Should contain retention of prior learning Could contain peer or self assessment tasks Could prepare the learning for the next lesson Could be student led Could contain the setting of homework tasks Share Information Must statements form The Cockburn 10 and are the basic components of the Learning Cycle and essentials for every lesson to ensure quality and consistency of Teaching and Learning The Cockburn 10 Essentials for every lesson Connect the learning to engage High expectations for learning amp behaviour Share learning outcomes amp success criteria Consider most Check amp reflect effective on the methods to learning share information The Cockburn 10 Listen observe reshape the task Skillful questioning Match student needs accurately via differentiation amp challenge Accurate prior assessment inc marking Ensure students apply learning bn Min g fot 32
9. cy of Teaching and Learning See final page of this user guide Connect Phase Learning is not a spectator sport Explanation of Connect Phase Connect phase helps students to settle focus and begin learning Connect can take different forms enabling the teacher to gauge what the students have retained from previous lessons This is the first barometer reading of the class indicating progress There is not one prescriptive way of delivering Connect the teacher should select the most effective strategy to start the lesson Connect Phase what the teacher is doing what the students are doing Whatever approach the teacher selects for Connect it must engage students in learning Connect sets the tone of the lesson and establishes high expectations for learning Teachers are reminded that in the outstanding classroom Connect is varied exciting and relevant over a series of lessons Teacher Students OOOO Must effectively engage students in Students are prepared for learning learning Students engage with learning by Could use relevant starter activities making connections with what they Could review previous learning already know Could respond to marking and feedback Could start with homework task Students demonstrate concentration Could start with independent learning Could start with an open ended task Could start with a big question to solve Could contain peer or self assessment tasks Share Learning Out
10. g the plug in Explanation of Reflect Phase Reflect phase is crucial to effective learning and progress This is where students understand the progress they have made and this enables the teacher to plan effectively for future learning This is the final barometer reading of progress before they leave the room but Reflect can be used at any point in the cycle where the teacher feels it is necessary to reflect on progress achieved at a particular point Reflect Phase what the teacher is doing what the students are doing Teachers are reminded that in the outstanding classroom all students have the opportunity to reflect on learning and progress made during the lesson and to plan ahead for the next lesson This helps students to prepare for future learning and enables lessons to connect together sequentially rather than be disjointed Reflect phase Must be based on accurate assessmentof prior Students reflect on the learning learning and progress that has taken place Must contain skilful questioning that is purposeful meaningful often reshaping tasks Students consider the learning Must contain systematic and effective checks of outcomes agreed in the Share students understanding throughout lessons Learning Outcomes phase whatde anticipating where to intervene and doing so we know and understand that we did not with notable impact on the quality of learning before Must contain a review or summary of learning Should
11. ress by To achieve your target grade level you will need to Share Learning Outcomes phase Must be shared during the lesson Students ask questions seek clarification consisting of a learning objective and agree success criteria success criteria to make progress explicit to students Students are clear about learning and the Must be displayed throughout the lesson expectations of learning and progress for Must record the learning objective atthe the lesson beginning of the piece of work This may not be at the beginning of the lesson Should be shared revisited at any point during the lesson where appropriate Should link to bigger picture and promote SMS5C school values amp expectations Could be shared by asking what students already know Could be established by students Could be shared as the lesson and learning progresses s B Share Information phase We only understand information relative to what we already know NO YOU CAN T ASK A QUESTION Explanation of Share Information Phase Sharing Information phase is providing the key information students need to solve a problem or undertake learning This is an opportunity to be creative pose questions and engage curiosity Teachers are encouraged to be mindful of too much teacher talk during this phase Share Information Phase what the teacher is doing what the students are doing Teachers are reminded that in the outst
12. ust consider most effective methods to share information to maximize inclusion and impact Should use a range of questioning strategies to address misconceptions Should be aware of too much teacher talk or over teaching during this phase of the lesson could hinder progress Should promote active listening strategies Could be student led Must listen observe and judge when it is appropriate to review learning with class or individuals to maintain appropriate pace of learning or reshape the task Must match students needs accurately Activity Should promote one or more of students high levels of resilience confidence and independence Should contain tasks or activities that provide challenge through appropriate differentiation Should show high interest in achieving the objectives of the lesson Should promote RWCM inc SMSC where appropriate Could organise students to work independently in pairs or groups Must ensure students apply learning to new contexts or different situations or deepen and develop existing knowledge and skills Demonstrate Should use a range of skilful questioning strategies often reshaping tasks Should promote RWCM inc SMSC where appropriate Could contain peer or self assessment tasks Could contain the setting of homework tasks Must be based on accurate assessment of prior learning Must contain skilful questioning that is purposeful meaningful often reshaping tasks Must contain systematic and effe
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