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A Method to the Madness
This document provides an overview of the 5-E Model of Instruction, which is an instructional model for lesson planning. It consists of 5 phases - Engage, Explore, Explain, Elaborate/Extend, and Evaluate. The 5-E Model was developed in the late 1980s based on constructivist learning theories to actively involve students in the learning process. It is most effective for new concepts that are difficult to master when teachers have time for the engagement and exploration phases. The purpose of each phase is to spark student interest, allow them to discover concepts themselves, understand new information, apply their knowledge, and demonstrate their understanding.
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A Method to the Madness
- 1. 5-E Model5-E Model ofof InstructionInstruction AMethod to theA Method to the MadnessMadness Developed by Jeffrey Miller Kyndra Johnson
- 2. Intended Learning forTodayIntended Learning for Today • Recognize the need for a 5-E Model of Instruction • Deepen our understanding of the components of the 5-E Model of Instruction • Deepen our understanding of the use of the 5-E Model of Instruction
- 3. ActivityActivity 11 Quick Write:QuickWrite: Thinking about learningThinking about learning What have you noticed about how students learn on your campus?
- 4. What Does ResearchSay?What Does Research Say? • Aptitude does not determine how much students learn. Sustained and directed effort can yield high achievement for all students. (Lauren Resnick) • Work that is carried out collaboratively for a common objective and the discourse that accompanies the process contribute to the highest level of academic achievement (Crede, 1997) • Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results (John Dewey)
- 5. • A novicelearner has loosely integrated knowledge maps. • An advanced learner or expert possesses tightly integrated knowledge maps. • The more loops a learner makes through the recursive cycle of expository, problem solving, and experiential learning, the tighter is the knowledge map and the greater is the chance for ascending the ladder of understanding. What Does Research Say?What Does Research Say?
- 6. Why the 5-EModel ofWhy the 5-E Model of Instruction?Instruction? • The 5-E Model helps students develop their own frames of thought • The 5-E Model incorporates collaboration and cooperative groups • The 5-E Model makes the teacher a facilitator of learning
- 7. Why the 5-EModel ofWhy the 5-E Model of Instruction?Instruction? • The 5-E Model makes students more responsible for their own learning • The 5-E Model enables the teacher to reach more learners than direct teach strategies • The 5-E Model promotes greater retention of material
- 8. The 5E Modelof Instruction • What is it? • Where did it come from? • Who should use it? • When is it most effective? • When should it not be used?
- 9.
- 10. 5-E Model What isit? • An organizational tool that actively involves students in the learning process • A teaching cycle based on the interactive exploration of a concept • A procedure that layers knowledge discovered by students with knowledge amplified by teachers
- 11. 5-E Model What isit? • Students build on former concepts in order to place the new ideas into their working framework of knowledge • A learning cycle that supports the building or accumulation of knowledge based on previously learned concepts.
- 12. 5-E Model5-E Model Wheredid it come from?Where did it come from?
- 13. 5-E Model5-E Model Wheredid it come from?Where did it come from? • The 5E Model was based on the philosophy of John Dewey • 5E Model was based on SCIS Model of Instruction by Atkins and Karplus in 1967 • 5E learning cycle was developed by Biological Sciences Curriculum Study (BSCS) in 1989.
- 14. 5-E Model5-E Model Whoshould use it?Who should use it?
- 15. 5-E Model5-E Model Whoshould use it?Who should use it? • Teachers new to a subject – as an organizational tool. • Teachers needing a programmed channel to their students. • Teachers wishing to give lessons as fully packaged presentations.
- 16. 5-E Model5-E Model Whenis it most effective?When is it most effective?
- 17. 5-E Model5-E Model Whenis it most effective?When is it most effective? • For new concepts that are difficult to master. • When the teacher has the resources and time to allow the engage and exploratory phases.
- 18. 5-E Model When shouldit not be used?
- 19. 5-E Model When shouldit not be used? • During skills acquisition • When the new concept is closely related to a previously covered one
- 20. •Engage •Explore •Explain •Extend/Elaborate •Evaluate Components of theComponentsof the 5-E Model of5-E Model of InstructionInstruction It appears to be linearly ordered, but loops are often desired or required.
- 21. ActivityActivity 22 Quick Write:QuickWrite: What is the purpose?What is the purpose? What would you say is the purpose for each component of the 5-E Model of instruction?
- 22. Engage Purpose: to peak studentinterest and get them personally involved in the lesson • Access prior knowledge • Generates curiosity • Gets students to ask the WHY questions • Motivates students to learn • Gets students attention
- 23. Explore Purpose: to getstudents involved in the topic; providing them with a chance to find the solution for themselves • Students work together • Students must make their own decisions • Students generate questions and ideas while within the situation or problem.
- 24. Explain Purpose: students are givena chance to take what they have learned so far and figure out what it means. • Students are asked to explain their experiences • Class discussion is held • More questions are generated • New definitions are explored
- 25. Extend/Elaborate Purpose: to allow studentsto use their new knowledge and continue to explore its implications • Students apply knowledge to other situations • Students consider the effects of their knowledge • Students apply to their own world • Students relate to other concepts
- 26. Evaluate Purpose: The student demonstrateunderstanding of the new concept by observation or open-ended response • Self-assessment • Teacher observation • Ability to apply to other topics • Performance Assessment • Portfolio • Rubrics
- 27. ActivityActivity 33 5-E LessonPlan Puzzle5-E Lesson Plan Puzzle Take the lesson topic and develop the assigned 5-E component activity.
- 28. ActivityActivity 44 5-E LessonPlan Rubric5-E Lesson Plan Rubric Use the 5-E lesson rubric to evaluate the series of lessons you have assembled. Be prepared to report out.
- 29. 5-E Model5-E Model ofof InstructionInstruction AMethod to theA Method to the MadnessMadness Developed by Jeffrey Miller Kyndra Johnson
Editor's Notes
- #4 Looking deeply at our practice helps us to understand how we enact our beliefs.
- #5 1. A clear, high, minimum set of standards that every student is expected to meet is established in each subject. 2. All students are taught a curriculum that prepares them to meet the standards. 3. Additional instruction and learning time is provided for students who need it in order to meet the standards. Tutoring or specialized small group instruction is available for children who are beginning to fall behind the average learning level of the class. Title I funds are used to provide after-school and weekend classes, not for "pullout" instruction during school time. Some special education funds are also used this way. Staff assignments are organized so that maximum time of all adults in the school is used for group or individual instruction. Arrangements are made with other agencies in the community (e.g., community centers, scouts, 4-H, after- school day-care operators) to provide tutoring and other learning support activities that are linked to the curriculum students are studying in school. Community funding sources for weekend and summer school programs are tapped. Volunteer tutors (including older students) are used, and are organized and trained for their tutoring work. Parents and families understand why extra study time is needed and support the program. Homework includes practical suggestions for family activities that will support student learning. 4. When there are special learning opportunities, a willingness to do the work is the primary admission criterion. 5. Students are responsible for completing academic work that has been specified and negotiated. 6. There are specified bodies of work (e.g., reading a certain number of books, writing a research paper, performing school service) that students must accomplish by the end of key stages of schooling.
- #22 Looking deeply at our practice helps us to understand how we enact our beliefs.
- #28 Looking deeply at our practice helps us to understand how we enact our beliefs.
- #29 Looking deeply at our practice helps us to understand how we enact our beliefs.