5 E Instruction Model

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Transcript 5 E Instruction Model

Jennifer Payne ESC Region 14 CSCOPE Consultant
[email protected]
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– Review or learn the parts of the 5E Lesson
Cycle.
– Experience a 5E lesson with special
emphasis on the essence of each E.
– Become familiar with components of 5E
Instructional Model from the views of a
teacher and student.
 5E Model is based from the SCIS
Model of Instruction by researchers
Atkins and Karplus in 1967.
 5E Model was originally proposed by
BSCS (Biological Science Curriculum
Study) in the late 1980’s.
Engage
Explore
Explain
Elaborate
Evaluate
Make a foldable to capture
thoughts about 5E.
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Form groups (4-5 per group)
Select team members
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1 person to move the puff cup
1 timer
1 recorder
other team members are encouragers.
You will have 15 seconds to see how far you
can move your cups.
You may not touch the cup with your bottle.
Estimate your distance in cm. Test, and then
measure your distance in centimeters.
This activity is from CSCOPE 3rd Grade Unit 3- Investigating Forces Lesson 1
 Engage definition
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Activity which will focus student’s attention,
stimulate their thinking,
generate interest,
access prior knowledge and
frame the setting for learning.
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Creates Interest.
Motivates.
Taps into what students know or think about
the concept/topic.
Raises questions and encourages responses.
Hooks the student into the lesson—they have
investment in lesson.
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Demonstration/Question
Manipulative activity
Analyze a Graphic
Interactive Reading/Primary source such as a
speech
KWL
Brainstorming
Make connection between past and present
learning experience.
Set parameters of the focus.
Frames the idea.
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Asks questions such as:
 Why did this happen?
 What do I already know about this?
 What have I found out about this?
 How can this problem be solved?
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Shows interest in the topic
Responds to questions demonstrating their
understanding of the concept/topic.
Manipulates materials/ content
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Students with engage emphasized
instruction:
Increased Performance:
 Overall Student Achievement – 9%
 Special Population Achievement – 18%
▪ Why?
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In your groups:
 Create a Venn Diagram: Push, Pull or Both
 Sort Cards into the Venn Diagram
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Activity which gives students time to
experience, think and investigate,
probe, inquire, collect information,
question, test, make decisions
establishing relationships and
understandings, and problem solve.
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Acts as a facilitator
Observes and listens to the students as they
interact
Asks probing questions to redirect the
students’ investigations when necessary
Provides time for students to puzzle through
problems
Encourages cooperative learning
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ELA, Math, Science, Social Studies…
Perform an Investigation
Read Authentic Resources ( Primary sources)
to Collect Information
Construct a Model
Learn and practice a skill
Manipulate data/information
HANDS ON ACTIVITIES
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Conducts investigations
Tests predictions and hypotheses
Forms new predictions and hypotheses
Discusses tentative alternatives with others
Records observations and ideas
Suspends judgment
Shares thinking with others
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Students with explore emphasized
instruction:
Increased Performance:
 Overall Student Achievement – 6%
 Special Population Achievement – 13%
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Can anyone explain to me how this toy car is a
system?
What is the car doing right now?
How could you make this car move along the
table? Talk with your group
 What does Explain look like?
 Take time as a group to look over the explain parts of
the lesson.
 Debrief findings
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Activity which allows students to analyze
their exploration and communicate new
understandings.
Student’s understanding is clarified and
modified through a reflective activity.
Concepts, processes or skills become plain,
comprehensible and clear.
Common use of terms relative to the learning
experiences.
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Encourages the students to explain concepts
and definitions in their own words
Asks for justification (evidence) and
clarification from students
Provides definitions, new words, and
explanations
Uses students’ previous experiences as basis
for explaining concepts
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Student Analysis & Explanation
Demonstration with Student Talk
Supporting Ideas with Evidence
Structured Questioning, Reading and
discussion
Teacher Further Questions or Explains
connections
Thinking Skill Activities: compare, classify,
error analysis, and interprets
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Explains, listens, defines, and questions
Refers to previous activities
Uses recorded observations in explanations
Provides reasonable responses to questions
Interacts in a positive supportive manner
Interprets new ideas
Students with explain emphasized instruction:
 Increased Performance:
 Overall Student Achievement – 6%
 Special Population Achievement – 12%
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Activity which expands and solidifies student
thinking and/or applies it to a real-world
situation.
Student communicates new understanding
with formal academic language.
How could I use
this book to
support
ELABORATION?
The important thing about
gravity is that it is always
there. It is invisible but it is
something we all share. It
pulls things down through
the air. The important thing
about gravity is that
it is always there.
Margaret Wise Brown
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Uses previously learned information as a
vehicle to enhance additional learning
Encourages the students to apply or extend
the concepts and skills in new situations
Encourages students to use new terms and
definitions
Acts as a consultant
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Problem Solving within a new context
Decision Making
Experimental Inquiry
Thinking Skill Activities: compare, classify,
apply, judge, conclude, synthesize and
extend
Extended Reading
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Applies new terms and definitions
Uses previous information to probe, ask
questions, propose solutions, make decisions,
and design experiments
Draws reasonable conclusions from evidence
Records observations and explanations
Students with elaborate emphasized
instruction:
 Increased Performance:
 Overall Student Achievement – 1%
 Special Population Achievement – 14%
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Activity which allows the teacher to assess
student performance and/or understandings
of concepts, skills, processes, an applications.
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Student is demonstrating evidence of
understanding.
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Observes the students as they apply new
concepts and skills
Assesses students’ knowledge and/or skills
Looks for evidence that the students have
changed their thinking or behaviors
Encourages students to assess their own learning
Asks open-ended questions, such as:
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– Why do you think …. ?
– What evidence do you have regarding …. ?
– What do you know about …. ?
– How would you explain …. ?
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Activities scored using a rubric
Performance assessment
Produce a product
Journal entries
Portfolio entries
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Answers open-ended questions by using
observations, evidence, and previously accepted
explanations
Demonstrates an understanding or knowledge
of the concept or skill
Evaluates his or her own progress and
knowledge
Provides reasonable responses and explanations
to events or phenomena
What connections can you make between …?
Students with evaluate emphasized instruction:
 Increased Performance:
 Overall Student Achievement - 17%
 Special Population Achievement – 12%
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Puff Cup
Cards
Car Incline plane
Cars collide
Clips with rubber bands
Eraser with sand paper
Eraser with wax paper
Handouts
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IFD
Lesson
Professional judgement-Efficient
Pacing
 Jig sawing
 Bell ringers
 Small group instruction
 Sponge activities
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Generate a Frayer with blank paper
Administrators
 How will 5E instruction look in walkthroughs?
PDAS connections
 How can the 5E model support what you do
as campus leaders?
 How can you support your campus?
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What are the benefits to teachers?
Will this instructional model be an easy fit for
every teacher?
What are questions teachers have about the
5E lessons?
How can administrators help support
classroom instruction?
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What questions do parents have about the
5E?
How can you inform parents about the 5E
instructional model?



– Know the parts of the 5E Lesson Cycle.
– Experience a 5E lesson with special
emphasis on the essence of each E.
– Become familiar with components of 5E
Instructional Model from the views of a
teacher and student.