Learning Cycle

The NextGen learning cycle is a framework that emphasizes continuous growth and development through iterative processes of exploration, reflection, and refinement. 

It involves engaging students in active learning experiences where they build upon prior knowledge, apply new concepts, reflect on their learning, and adapt their understanding over time. 

This approach typically incorporates inquiry-based learning, hands-on activities, collaborative projects, and opportunities for student-driven exploration. 

The NextGen learning cycle cultivates critical thinking skills, creativity, and a deeper understanding of content while empowering students to take ownership of their learning journey.

Body of Knowledge: It is collective knowledge and information within disciplines. It represents understanding, theories, principles, concepts, and empirical findings in totality. It is accepted as valid and reliable within that area.

Knowledge Bricks: A Knowledge Brick refers to a discrete and manageable portion or element of information within a larger body of knowledge. It represents a specific concept, idea, principle, or piece of information that contributes to the understanding and comprehension of a particular subject in relation to the transdisciplinary themes.

A Knowledge Brick can be seen as a building block or fundamental component that, when combined with other units, forms a larger structure of knowledge. It may encompass a single concept or a smaller topic that can be studied, analyzed, and understood independently.

What am I to explore? (Quest): This is the topic or area of investigation, exploration and learning. This refers to the specific subject or area of focus that individuals explore, study, or seek to gain knowledge about. It represents the subject matter or theme or strand that forms the basis for research, learning, or inquiry.

The topic of investigation or learning can span various domains, disciplines, or fields of study. It could be a specific subject within a broader academic discipline, such as science, social studies, mathematics, or literature.

How much am I informed/do I connect? (Prior knowledge): Prior knowledge refers to the information, concepts, skills, experiences, and understanding that an individual possesses before engaging with new learning or encountering new information. It encompasses the knowledge and understanding that a person has acquired through previous experiences, personal experiences, and exposure to various contexts.

Prior knowledge serves as a foundation for new learning and plays a crucial role in the acquisition and assimilation of new information. It provides a framework or mental schema that individuals use to make sense of and interpret new experiences, ideas, or concepts.

What is my broader picture? Where do I relate to the body of knowledge? (Big Idea): This will connect students to the body of knowledge and allows them to relate other areas. This refers to a broad and overarching concept or principle that encapsulates a significant understanding or insight within a particular domain or field of study. It represents a fundamental concept or theme that connects multiple related ideas and topics.

A broader picture or idea is often a foundational or key concept that serves as a lens through which other concepts or knowledge within a field can be understood and organized. It provides a coherent framework for organizing and making sense of information, allowing for deeper understanding and analysis.

These are often abstract and transcend specific examples or instances. They capture the essential essence or underlying patterns that exist across various contexts or applications within a field.

How will I tackle? What learning processes shall I apply? (Pedagogy): Learning strategies are deliberate and purposeful approaches or techniques that individuals employ to enhance their learning and improve their understanding of new information or skills. These strategies are used to actively engage with learning materials, processes, and tasks in order to optimize learning outcomes.

Learning strategies can take various forms and can be tailored to different types of learning, such as academic learning, problem-solving, language acquisition, or skill development.

How will I apply the knowledge strands (Application):  This refers to how the knowledge strands are utilized in educational settings to promote holistic, interconnected learning experiences for students. The themes are broad, overarching concepts that transcend specific subject areas and provide a framework for integrated learning.

What will make my thinking visible (Concrete Outputs): This refers to the practice of making students' thinking processes and thoughts explicit and observable in the learning environment. It involves using strategies, techniques, and tools to make the internal thinking visible and tangible to both students and educators.

The concept of making thinking visible is based on the belief that when students are encouraged to articulate their thoughts, reflect on their reasoning, and engage in metacognitive processes, it enhances their learning and deepens their understanding of the subject matter.

This will allow students to celebrate their learning, exhibit the outputs, relate the outputs and showcase their achievements.

Body of Knowledge: It is collective knowledge and information within disciplines. It represents understanding, theories, principles, concepts, and empirical findings in totality. It is accepted as valid and reliable within that area.