jennifer payne esc region 14 cscope consultant jpayne@esc14.net

5 E Instruction Model

Jennifer Payne ESC Region 14 CSCOPE Consultantjpayne@esc14.net

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.

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.

The 5E Represents

EngageExploreExplainElaborateEvaluate

Make a foldable to capture thoughts about 5E.

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

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.

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.

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.

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 topicResponds to questions

demonstrating their understanding of the concept/topic.

Manipulates materials/ content

Research Affirms

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

Explore definitionActivity which gives students time toexperience, think and investigate,probe, inquire, collect information,question, test, make decisionsestablishing relationships andunderstandings, and problem solve.

Explore: Teacher Role

Acts as a facilitatorObserves and listens to the students

as they interactAsks probing questions to redirect

the students’ investigations when necessary

Provides time for students to puzzle through problems

Encourages cooperative learning

Explore: Activities

ELA, Math, Science, Social Studies…Perform an InvestigationRead Authentic Resources ( Primary

sources) to Collect InformationConstruct a ModelLearn and practice a skillManipulate data/informationHANDS ON ACTIVITIES

Explore: Student Roles

Conducts investigationsTests predictions and hypothesesForms new predictions and

hypothesesDiscusses tentative alternatives with

othersRecords observations and ideasSuspends judgmentShares thinking with others

Research Shows

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

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.

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

Explain Activities

Student Analysis & ExplanationDemonstration with Student TalkSupporting Ideas with EvidenceStructured Questioning, Reading and

discussionTeacher Further Questions or

Explains connectionsThinking Skill Activities: compare,

classify, error analysis, and interprets

Explain: Student Roles

Explains, listens, defines, and questions

Refers to previous activitiesUses recorded observations in

explanationsProvides reasonable responses to

questions Interacts in a positive supportive

manner Interprets new ideas

Research Shows

Students with explain emphasized instruction:

Increased Performance: Overall Student Achievement – 6% Special Population Achievement – 12%

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.

The Important Book by Margaret Wise Brown

How could I use this book to support ELABORATION?

The Important Book

The important thing about gravity is that it is always there. It is invisible but it issomething we all share. It pulls things down through the air. The important thingabout gravity is thatit is always there.

Margaret Wise Brown

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

Elaborate: Activities

Problem Solving within a new context

Decision MakingExperimental InquiryThinking Skill Activities: compare,

classify, apply, judge, conclude, synthesize and extend

Extended Reading

Elaborate: Student Roles

Applies new terms and definitionsUses previous information to probe,

ask questions, propose solutions, make decisions, and design experiments

Draws reasonable conclusions from evidence

Records observations and explanations

Research Shows

Students with elaborate emphasized instruction:

Increased Performance: Overall Student Achievement – 1% Special Population Achievement – 14%

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.

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 …. ?

Evaluate Activities

Activities scored using a rubricPerformance assessmentProduce a product Journal entriesPortfolio entries

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 …?

Research Shows

Students with evaluate emphasized instruction:

Increased Performance: Overall Student Achievement - 17% Special Population Achievement – 12%

What you may not know about this lesson?

Puff CupCardsCar Incline planeCars collideClips with rubber bandsEraser with sand paperEraser with wax paperHandouts

The Good the Bad and the Ugly

IFDLessonProfessional judgement-EfficientPacing

Jig sawing Bell ringers Small group instruction Sponge activities

5E OverviewGenerate a Frayer with blank paper

5E and Campus

AdministratorsHow 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?

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?

Informing Parents about the 5E

What questions do parents have about the 5E?

How can you inform parents about the 5E instructional model?

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.