Jennifer Payne ESC Region 14 CSCOPE Consultant [email protected] – 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. 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 Engage definition Activity which will focus student’s attention, stimulate their thinking, generate interest, access prior knowledge and frame the setting for learning. 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. 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. 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 Students with engage emphasized instruction: Increased Performance: Overall Student Achievement – 9% Special Population Achievement – 18% ▪ Why? In your groups: Create a Venn Diagram: Push, Pull or Both Sort Cards into the Venn Diagram 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. 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 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 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 Students with explore emphasized instruction: Increased Performance: Overall Student Achievement – 6% Special Population Achievement – 13% 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 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. 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 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 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% 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 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 Problem Solving within a new context Decision Making Experimental Inquiry Thinking Skill Activities: compare, classify, apply, judge, conclude, synthesize and extend Extended Reading 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% Activity which allows the teacher to assess student performance and/or understandings of concepts, skills, processes, an applications. Student is demonstrating evidence of understanding. 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 …. ? Activities scored using a rubric Performance assessment Produce a product Journal entries Portfolio entries 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% Puff Cup Cards Car Incline plane Cars collide Clips with rubber bands Eraser with sand paper Eraser with wax paper Handouts IFD Lesson Professional judgement-Efficient Pacing Jig sawing Bell ringers Small group instruction Sponge activities 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? 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? 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.