5 E Instruction Model

1. 5 E Instruction Model Jennifer Payne ESC Region 14 CSCOPE Consultant jpayne@esc14.net

2. Today’s Goals • – 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.

3. What is 5E History? • 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.

4. The 5E Represents • Engage • Explore • Explain • Elaborate • Evaluate Make a foldable to capture thoughts about 5E.

5. Let’s begin… • Form groups (4-5 per group) • Select team members • 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

6. On Foldable… • Engage definition • Activity which will focus student’s attention, • stimulate their thinking, • generate interest, • access prior knowledge and • frame the setting for learning.

7. Engage: Teacher Roles • 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.

8. Engage: Activities • 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.

9. Engage: Student Roles • 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? • Shows interest in the topic • Responds to questions demonstrating their understanding of the concept/topic. • Manipulates materials/ content

10. Research Affirms • Students with engage emphasized instruction: • Increased Performance: • Overall Student Achievement – 9% • Special Population Achievement – 18% • Why?

11. In your groups: • Create a Venn Diagram: Push, Pull or Both • Sort Cards into the Venn Diagram

12. Explore definition • 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.

13. Explore: Teacher Role • 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

14. Explore: Activities • 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

15. Explore: Student Roles • 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

16. Research Shows • Students with explore emphasized instruction: • Increased Performance: • Overall Student Achievement – 6% • Special Population Achievement – 13%

17. 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

18. Explain definition • 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.

19. Explain: Teacher Roles • 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

20. Explain Activities • 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

21. Explain: Student Roles • 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

22. Research Shows Students with explain emphasized instruction: • Increased Performance: • Overall Student Achievement – 6% • Special Population Achievement – 12%

23. Elaborate • Activity which expands and solidifies student thinking and/or applies it to a real-world situation. • Student communicates new understanding with formal academic language.

24. The Important Book by Margaret Wise Brown How could I use this book to support ELABORATION?

25. The Important Book 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

26. Elaborate: Teacher Roles • 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

27. Elaborate: Activities • Problem Solving within a new context • Decision Making • Experimental Inquiry • Thinking Skill Activities: compare, classify, apply, judge, conclude, synthesize and extend • Extended Reading

28. Elaborate: Student Roles • 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

29. Research Shows Students with elaborate emphasized instruction: • Increased Performance: • Overall Student Achievement – 1% • Special Population Achievement – 14%

30. Evaluate • Activity which allows the teacher to assess student performance and/or understandings of concepts, skills, processes, an applications. • Student is demonstrating evidence of understanding.

31. Evaluate: Teacher Roles • 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: • – Why do you think …. ? • – What evidence do you have regarding …. ? • – What do you know about …. ? • – How would you explain …. ?

32. Evaluate Activities • Activities scored using a rubric • Performance assessment • Produce a product • Journal entries • Portfolio entries

33. Evaluate: Student Roles • 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 …?

34. Research Shows Students with evaluate emphasized instruction: • Increased Performance: • Overall Student Achievement - 17% • Special Population Achievement – 12%

35. What you may not know about this lesson? • Puff Cup • Cards • Car Incline plane • Cars collide • Clips with rubber bands • Eraser with sand paper • Eraser with wax paper • Handouts

36. The Good the Bad and the Ugly • IFD • Lesson • Professional judgement-Efficient • Pacing • Jig sawing • Bell ringers • Small group instruction • Sponge activities

37. 5E Overview • Generate a Frayer with blank paper

38. 5E and Campus 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?

39. 5E and Teachers • 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?

40. Informing Parents about the 5E • What questions do parents have about the 5E? • How can you inform parents about the 5E instructional model?

41. Reviewing Today’s Goals • – 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.