Criteria for a good application activity cycle

General criteria for the whole activity cycle. Look at the activity cycle as a whole to see if it meets the following criteria:

  • Is the activity cycle built around sets of real-world examples that lend themselves to pattern finding?
  • Do the modeling, coaching, and fading stages each include the whole pattern, rather than different parts of the pattern?
  • Do students act with more individual responsibility and less structure across the modeling, coaching, and fading stages?
  • Are the modeling, coaching, and fading activities described in enough detail to see how the common pattern is applied to different examples at each stage?
  • Have you included enough detail (in the descriptions of the teaching activities or in attached materials) so that a teacher reading about this learning cycle could try it in his or her classroom?

Criteria for specific stages of the activity cycle.

Stage / Goals for Students / Common Strategies
Establishing the problem / • discuss relevant personal experiences and ideas (even if they are incorrect)
• understand what they still have to learn
• believe that they are capable of understanding
• connect this topic to others / • building on questions raised by students or problems that they are curious about
• eliciting students’ ideas about discrepant events or familiar situations
• encouraging discussion and debate among students
• discuss connections to previous units or learning cycles
Modeling / • see and understand how an expert accomplishes the objective
• understand what they know and what they still have to learn / • “think aloud” problem solving
• presenting scientific ideas in the context of real world problems
• explicit contrasts between scientific and naive thinking
Coaching / • practice using scientific ideas to accomplish the objective with support and feedback / • scaffolding (providing support and structure that will gradually be withdrawn)
• special problems that focus on student misconceptions or learning difficulties
• systematic feedback and reinforcement
• cooperative group work
• working with multiple examples of related meaningful tasks
Fading / • learn to do the task independently / • gradually reduce scaffolding and other forms of assistance
• evaluation methods that maintain the integrity of the task
• test questions that focus on key student difficulties
Maintenance / • apply knowledge in other contexts / • providing opportunities to use the knowledge in other units or courses
• connecting key ideas and practices for this objective with other important ideas and practices