Author: Barbara Bockhahn

Synthesize & represent information
Develop frameworks & models
Catalog & index new understandings

Classifying
Defining
Developing analogies
Developing metaphors
Evaluating
Generalizing
Interpreting
Prioritizing

Reflecting
Representing
Sequencing
Seriating
Sorting
Summarizing
Symbolizing
Synthesizing

Engage prior knowledge, skills & understanding
Expand the knowledge base for individual & groups
Surface & articulate frames of reference

Organizing & Integrating

Associating
Brainstorming
Enumerating
Estimating
Forecasting
Hypothesizing

Identifying
Predicting
Problem solving
Recalling
Speculating
Visualizing

Activating & Engaging

Independence Practice
Closure

Activation of prior knowledge
Learning objective
Vocabulary instructions
Concept development
Skill development

Generating Theory
What inferences / explanations / conclusions / might we draw? (Causation)
What additional data sources might we explore to verify our explanations? (Confirmation)
What are some solutions we might explore as a result of our conclusions? (Action)
What data will we need to collect to guide implementation? (Calibration)

COLLABORATIVE
LEARNING
CYCLE

Surfacing Experiences & Expectations
What are some predictions we are making?
With what assumptions are we entering?
What are some questions we are asking?
What are some possibilities for learning that this experience presents to us?

Examine & differentiate information in light of current schema
Investigate hypotheses, concepts & principles
Reconsider & tentatively refine schema

Exploring & Discovering

Analyzing
Comparing
Computing
Contrasting
Describing
Distinguishing
Experimenting
Explaining

Identifying
Inferring
Measuring
Observing
Questioning
Relating
Seeking causality
Seeking effects

Guided practice

Analyzing the Data
What important points seem to “pop out”?
What are some patterns, categories or trends that are emerging?
What seems to be surprising or unexpected?
What are some things we have not yet explored?

RSE-TASC 2014

The Collaborative Learning Cycle

The Collaborative Inquiry Model: frames data exploration as a learning process. It is an adaption of the three-phase Pathways Learning Model (Lipton and Wellman, 2000) that is steeped un current understandings about how we learn. Each phase of the model promotes specific types of thinking and interactions. The framework supports a learning environment in which participant engagement with information and fellow learners ignites the processes of inquiry and problem solving. The model draws upon current thinking in the field of cognitive psychology, social psychology and instructional design. This model is a question-driven design for inquiring into data.

Pathways Learning Model: COGNITIVE PROCESSES in LEARNING-FOCUSED CLASSROOMS
Strategies in each phase of the Pathways Learning Model cue specific types of student thinking.
The Activating & Engaging phase prompts generative & associative thinking; Exploring & Discovering exercises processing skills; and the Organizing & Integrating phase directs the learner towards synthesis and evaluation. The graphic displays the recursive nature of learning. Although the instructional design identifies
strategies in each phase of the Model, an engaged learner’s thinking will move within and among each phase in a variety of ways while moving towards deeper understanding.

Pathways Learning Model: ORGANIZING PRINCIPLES of LEARNING-FOCUSED CLASSROOMS
The Organizing & Integrating phase of the Pathways Learning Model is purposely designed to support current learning theory. The framework is implemented in a learning environment where student engagement where student
engagement with information and materials (authentic tasks) and with fellow students (interactive group work)
combines with conscious monitoring of student success and instructional effectiveness (on-going assessment)