Wednesday, February 8, 2012
Depth of the Loop
From the Loopiness Chart (Losey 111), we learn of the four steps that are involved in the process. Inform, apply, reflect and then re-view; with these four steps, we also saw in our activity the availability to connect one loop to another loop. In order to link each loop, connections should be made between the start of the second and ending of the first loop. What are the questions asked to see these connections and do you feel the questions are suitable? Do you have any of your own?
Subscribe to:
Post Comments (Atom)
Some of the questions that link the first and second loop are: What connections do you notice? Which ideas seem to make a natural loop? Is there an obvious starting or ending point? I believe that these few questions are suitable in the process of making a teaching plan. Take the first question I listed, it is suitable because for a true loop there has to be connections between each step and throughout the entire thing so the the end comes back to the beginning. With the second question, it is a good idea to start with what seems to be the natural loop and then go on from there with more detail. And the last question I listed is suitable since in any setting there is always a beginning and an end to what you teach, but like already said the end should loop around so that it links to the beginning.
ReplyDeleteI think that the loop is constantly reinventing itself. It is constantly changing and rearranging, not going in any specific order, and sometimes even combining steps. I am not sure that a lesson or session counts as a loop itself because a loop does not end. Loops, are recurring and cannot have a definite starting or ending point.
ReplyDeleteI agree with Tyler's idea on the premises that loops have no beginning or end and that they are constantly shifting and that a lesson/session may not count as a loop itself. The loops can find a pattern or give guidance on a way a lesson can be directed. It is important to remember that the loopiness chart is theory, and content can alter depending on the context.
DeleteOther possible questions that link the first and second loops are: How does the first loop effect the second? Is the main idea of each loop clear? To answer the first, the two loops must be connected in some fashion. The contents of the second loop would only be possible if the first loop existed. In regards to my second question, it is important that any person can understand the concept behind each loop.
ReplyDeleteThe Loop of Depth is a process composed of four steps. The four steps are inform, apply, reflect, and review. These all come together to make a continuous loop, hence it is called the Loop of Depth. Some questions that I believe that should be asked in regarding the connections of the loops and the four step process is: Do the four steps portray the message of the loop? Is the transitions between the steps clear to the people involved in the loop? How does the loop affect the people involve and is that going to help the next continuous loop? These questions need to be asked to help get a clear understanding of the process that takes place within the Loop of Depth.
ReplyDeleteOne possible question is how does each loop connected to the others? Connecting the loops to each other is important so your main point is clear. The first loop doesn't have to only connect to the second, it can also connect to the third and fourth.
ReplyDeleteIn my opinion, there should be a direct connection between the review and apply stages of the chart. As you apply new information, you should as questions like: what do we need to change from last time? What didn't work? How can we improve on this? Reviewing and making changes and applying new information go hand in hand because it combines past experience and knowledge with new activities and assignments.
ReplyDeleteI agree with Ben Williams in reviewing and making changes and applying new information go hand in hand because it combines past experience and knowledge with new activities and assignments. I believe that it is vital to catch on to something that is not working right away and look for ways to make it better and we must ask not only what didn't work? but also, why didn't it work? so that we can figure out what we should avoid in the future.
DeleteShould we include every part of the loop in our lesson in one setting, or should we leave a part of it for the learner to sort of "figure it out" on their own away from the classroom (or wherever teaching occurs)? Maybe by only teaching 2 parts of the loop, the other 2 fall into place naturally.
ReplyDeleteTo me, a lot of the Loopiness Chart seemed repetitive. I don't think you need a lot of separate activities to accomplish the goals of the loop, but the goals are important. To connect one concept the loop is breaking down to another loop is asking how do these concepts relate to one another? Do you need one concept along with the other, or can they stand on their own?
ReplyDeleteI believe the Loopiness Chart is a great blueprint for how to teach something but I believe it has its flaws. I think the order all depends on the setting and what seems to work the best for the audience or group you work with. I believe as long as you still get all four parts of the chart in your lesson it still will be effective. Trial and error is the only way to figure out what order is best.
ReplyDelete