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There are many cycles which can be applied to the learning process (Kolb’s Learning Cycle, the Metacognitive cycle, Schön’s reflective cycle etc). We can use these with our students to make visible the process of learning an give students control over the learning choices to be made. After exploring the cycles, it may be appropriate to create a cycle for the module, appropriate to the learning required. For example, in a performance class, you may create a cycle based on prepare, perform, evaluate, reflect. By allowing the group to create a cycle you are helping students to be aware of the learning process.
Describe the rationale for and use of learning cycles.
Discuss the process of learning that takes place within the module.
Ask students, in small groups, to try and name the stages and create a cycle (you may need to do this as a whole class, depending on the complexity of the cycle).
Compare all the cycles and also compare them to Kolb etc.
As a group decide on the most appropriate cycle to use.
Once a cycle has been created, you can use it to identify stages that students may be in. For example, in deciding on a research methodology, they are in a planning stage, after a performance they may be in a reflective stage etc.
You can also use it to plan action. For example, in a research module, students can use a cycle to show how they will plan, implement and evaluate their research.
This can work well with large groups.
Students are aware of the stages required for their learning and can identify the stage they are in.
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