Inquiry Lesson Model

INTRODUCTION TO THE 5Es

Engagement

• Object, event or question used to engage students.

• Connections facilitated between what students know and can do.

Exploration

• Objects and phenomena are explored.• Hands-on

activities withguidance.

Explanation

• Students explain their understanding of concepts and processes.

• New concepts and skills are introduced as conceptual clarity and cohesion are sought.

Elaboration

• Activities allow students to apply concepts in contexts, and build on or extend understanding and skill.

Evaluation

• Students assess their knowledge, skills and abilities.Activitiespermitevaluationof studentdevelopment and lesson effectiveness.

BUT, WAIT! I do all those things, don’t I?

Do we, as ‘teachers’ really do these things as well as we believe?

• Such is the case in the use of the 5E model.• Teachers feel they do the model and do it well;

but, on examination by a 3rd party it is often demonstrated that not all tasks are done in accordance to the model.

• This is not a bad thing as it provides the teacher with the chance to reevaluate their usage of the model and develop their proficiency in using it correctly.

GUIDED PRACTICE

Engagement

• On a piece of paper write down 3 ways you use engagement in your daily lessons.

• Explain to a colleague why you believe “engagement” is important to the lesson model.

• Explain to a colleague why you believe “engagement” is not important to the lesson model.

What do you want to tell others?

• What do you believe is necessary for others to know about your use of “engagement”?

• What do you wish others would STOP telling you about the use of “engagement”?

• Reconciliation – how can you reconcile what you stated above with the way you use “engagement” in the lesson model?

Exploration

• On a piece of paper write down 3 ways you use “exploration” in your daily lessons.

• Explain to a colleague why you believe “exploration” is important to the lesson model.

• Explain to a colleague why you believe “exploration” is not important to the lesson model.

What do you want to tell others?

• What do you believe is necessary for others to know about your use of “exploration” ?

• What do you wish others would STOP telling you about the use of “exploration” ?

• Reconciliation – how can you reconcile what you stated above with the way you use “exploration” in the lesson model?

Explanation

• On a piece of paper write down 3 ways you use “explanation” in your daily lessons.

• Explain to a colleague why you believe “explanation” is important to the lesson model.

• Explain to a colleague why you believe “explanation” is not important to the lesson model.

What do you want to tell others?

• What do you believe is necessary for others to know about your use of “explanation” ?

• What do you wish others would STOP telling you about the use of “explanation” ?

• Reconciliation – how can you reconcile what you stated above with the way you use “explanation” in the lesson model?

Elaboration

• On a piece of paper write down 3 ways you use “elaboration” in your daily lessons.

• Explain to a colleague why you believe “elaboration” is important to the lesson model.

• Explain to a colleague why you believe “elaboration” is not important to the lesson model.

What do you want to tell others?

• What do you believe is necessary for others to know about your use of “elaboration” ?

• What do you wish others would STOP telling you about the use of “elaboration” ?

• Reconciliation – how can you reconcile what you stated above with the way you use “elaboration” in the lesson model?

Evaluation

• On a piece of paper write down 3 ways you use “evaluation” in your daily lessons.

• Explain to a colleague why you believe “evaluation” is important to the lesson model.

• Explain to a colleague why you believe ““evaluation” is not important to the lesson model.

What do you want to tell others?

• What do you believe is necessary for others to know about your use of “evaluation” ?

• What do you wish others would STOP telling you about the use of “evaluation” ?

• Reconciliation – how can you reconcile what you stated above with the way you use “evaluation” in the lesson model?

… Debrief …

What did …

• The self-examination tell you about your use of the 5E system?

• The mirroring of thoughts off a colleague tell you about your use of the 5E system?

• Did any of your thoughts or preconceived ideas change as a result of the sharing?

• Do you see the value of a system, like the 5E system, for use in your classes?

FROM HERE ….. WHERE?

We are at a crossroads …

Where from here?

• Reflection! Reflection! Reflection!

References

• Dr. Jane A. Stallings, (1974) Allocated Time Studies, recipient of the Ball State University Teachers College Outstanding Alumni Award Recipients, retired Dean, Texas A&M College of Education, past Curriculum & Instruction Chair, University of Houston