A Multi-Cycle Step-by-step Example

A Multi-Cycle Step-by-step Example

The same Grade 6 map teacher runs a second cycle.

Cycle 2 plan

This is cycle 2 planning built directly on cycle 1 reflection. Each item below comes from a specific gap or surprise the first cycle revealed.

Based on Cycle 1 reflection, she adds:

1. A Friday recap session for absent students.
2. A second focus: ocean names and major rivers.
3. A small change to the post-test: extra items for the new content.

Cycle 2 action

Three more weeks of daily five-minute activities, plus the Friday recap. The teacher continues to collect tally sheets, journal notes, weekly quizzes, and a post-test.

Cycle 2 observation

Post-test rises from 72% to 89% for continents. Ocean names start at 25% pre-test and rise to 65% post-test. The absent students from Cycle 1 score 60% on continents this time, up from 0%. The Friday recap worked.

Cycle 2 reflection

The recap session closed the gap for absent students. Color coding worked for oceans almost as well as for continents. Rivers are harder than expected; only 40% of students could name three major rivers. Cycle 3 should focus on rivers and may need a different visual approach.

By cycle 3, the teacher knows her students, her materials, and her methods far better than she did at the start of cycle 1. That is the spiral at work.

Flashcard

What does cycle 2 typically do that cycle 1 cannot?

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Answer

Cycle 2 addresses the specific gaps cycle 1 revealed. In the map study, cycle 2 added a Friday recap to catch absent students and extended the method to oceans and rivers, using the cycle 1 reflection as its starting point.

One short card looks ahead to what cycle 3 should do.

Flashcard

What should cycle 3 do in the map study?

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Answer

Focus on rivers and test a different visual approach. Color coding worked for continents and oceans but only carried 40% of students for major rivers. The next cycle picks a new method aimed at that specific gap.