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Materials needed for session:  Cardstock (one piece per participant) = 100  Strips of paper (5 pieces per participant) = 500 *125 sheets of paper cut.

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Presentation on theme: "Materials needed for session:  Cardstock (one piece per participant) = 100  Strips of paper (5 pieces per participant) = 500 *125 sheets of paper cut."— Presentation transcript:

1 Materials needed for session:  Cardstock (one piece per participant) = 100  Strips of paper (5 pieces per participant) = 500 *125 sheets of paper cut into 4 sections  Buttons (one per group) = 10  Straws (one per group – cannot be reused) = 45  Rulers (one per group) = 10  Timer (to measure 10 seconds) = 1 for teacher  Toy cars (one per group) = 10  Zip-lock bag for materials (one per group) = 10  Music player and CD for freeze tag

2 Presented by Deedie Jones, GPISD Teacher Coach Modified from a presentation by Jennifer Payne ESC Region 14

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10 The 5-E model is the GPISD initiative for designing a lesson that emphasizes the active role of the learner(s) in building understanding and making sense of the world. The teacher sets up problems, monitors student exploration, guides student inquiry, and promotes new patterns of thinking.

11 Learning Goals:  – Review or learn the parts of the 5-E Instruction Model.  – Experience a 5-E lesson with special emphasis on the essence of each E.  – Become familiar with components of 5-E Instructional Model and strategies used for implementation. Learning Goals:  – Review or learn the parts of the 5-E Instruction Model.  – Experience a 5-E lesson with special emphasis on the essence of each E.  – Become familiar with components of 5-E Instructional Model and strategies used for implementation.

12 Engage Explore Explain Evaluate Elaborate EE E E E E

13  5-E Model is based on the SCIS Model of Instruction by researchers Atkins and Karplus in  5-E Model was originally proposed by BSCS (Biological Science Curriculum Study) in the late 1980’s.  5-E Model became a GPISD initiative in 2007 and continues to be the framework for lesson design that include strategies for active learning, student engagement and specific instructional focus, based on data analysis.

14 Make a foldable to capture thoughts about 5-E model. Materials Needed: 1 sheet of card stock 5 strips of paper 1 Marker 2. Fold the cardstock to create a display tray. 1.Label each of 5 strips with each of the 5-E’s, near the top. Evaluate Elaborate Explain Explore Engage 3. Add important information to each strip, then display on tray. Engage Definition:Teacher:Activities: Generate Interest-Creates interest- Asks questions Access prior knowledge-Raises questions- Demonstrates interest Frame the idea-Encourages responses- Connects concepts Engage

15 Engage description  focus student’s attention  stimulate thinking  generate interest  access prior knowledge  frame the learning symbol to indicate information for foldable

16  Create Interest  Motivate  Ask for student’s input  Hook content to student interest  Connect to prior knowledge  Create emotional connection  Raise questions and encourage response

17  Demonstration/Question  Manipulative activity  Analyze an illustration  Interactive Reading  KWL/KNLQ  Forced Associations  Brainstorming Activity  Connect past and present  Frames the idea

18 Think of a concept in your content area that you will teach this year: a novel, math concept, event in history, music genre, rules to a game, disease prevention, classification, letter sounds, computer skill, etc. What can you do to engage the students? symbol to indicate processing time

19 Students with engage emphasized instruction:  Increased Performance:  Overall Student Achievement – 9%  Special Population Achievement – 18% ▪ Why? symbol to indicate additional information

20 Brainstorm with your table partners all of the words you can think of to describe force, or ways of showing force. symbol to indicate active participation

21 Now discuss forces of nature - symbol to indicate active participation

22 Explore description :  Discover new skills  Experience, Think and Investigate  Probe, Inquire, Collect Information  Question, Test, Make Decisions  Establish Relationships and Understanding  Problem Solve

23  Facilitate the learning  Incorporate strategies for all learning styles  Observe and listen to the students as they interact  Ask probing questions  Redirect the students when needed  Structure time  Encourage cooperative learning

24  Perform an Investigation  Read to Collect Information  Construct a Model  Learn and practice a skill  Manipulate data/information  Solve a Problem  Participate in Discussion  Cooperative Learning Activities

25 Think of a concept in your content area that you will teach this year: a novel, math concept, event in history, music genre, rules to a game, disease prevention, classification, letter sounds, computer skill, etc. What strategies can you incorporate in your lesson that will help students explore new knowledge and skills?

26 Students with explore emphasized instruction:  Increased Performance:  Overall Student Achievement – 6%  Special Population Achievement – 13%

27  Form groups (3 per group)  Select team members  1 person to provide the force  1 ruler reader  1 data recorder  You will have 10 seconds to see how far you can force your button to move from one end of your table to the other, using only wind through a straw.  You may not touch the button with your straw.  Estimate your distance in cm.  Test, then measure your distance in centimeters. This activity is from CSCOPE 3rd Grade Unit 3- Investigating Forces Lesson 1, with some modifications. Materials Needed: 1 button 1 straw 1 ruler

28 Explain description:  Analyze exploration  Communicate New Understandings  Understanding is clarified and modified through a reflective activity  Concepts, processes or skills become plain, comprehensible and clear  Define terms relative to the learning

29  Encourage the students to explain concepts and definitions in their own words  Ask for clarification and justification (evidence)  Provide definitions, new words, and explanations  Use students’ previous experiences as basis for explaining concepts

30  Student Analysis & Explanation  Demonstration with Student Talk  Supporting Ideas with Evidence  Graphic Organizers – Thinking Maps  Structured Questioning, Reading and Discussion  Teacher Further Questions or Explains connections  Thinking Skill Activities: compare, classify, summarize, error analysis, and interprets

31 Students with explain emphasized instruction:  Increased Performance:  Overall Student Achievement – 6%  Special Population Achievement – 12%

32 Freeze Tag Answers: When the music begins, stand up and walk around the room. When the music stops, pair up with someone closest to you. One person answer the first question, the other answer the second. When the music begins again, walk around. When the music stops, pair up and continue the same pattern with the next two questions. When the music starts, return to your seat.

33 1. Compare the estimated, and actual, measurements recorded in the button activity. 2. Describe the force that was used to make the button move. 3. Explain how friction and gravity affect the movement of your button? 4. How could you change your experiment to make the button move along the table faster than before?

34 Elaborate (Extend) description:  Expand and solidify student thinking  Apply new learning to a new or similar situation  Provide reasonable conclusions  Use new information in a real-world situation.  Extend and explain concept being explored  Communicate new understanding with formal academic language

35  Use previously learned information as a vehicle to enhance additional learning  Encourage the students to apply or extend the concepts and skills in new situations  Encourage students to use new terms and definitions  Act as a consultant

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

37 How could you use this book to support ELABORATION?

38 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

39 Students with elaborate emphasized instruction:  Increased Performance:  Overall Student Achievement – 1%  Special Population Achievement – 14%

40 Talk with your group-  How could you make a toy car move along the table, using the wind through a straw?  Compare the difference between the amount of force used to make the button move, to the amount of force needed to move the car.  Using the terms – greater than, less than, gravity, force of wind, increased mass, and friction – describe the science behind making the toy car move faster than the button.

41 Using the acquired knowledge about the force of wind, share with your elbow partner some observations you have made from looking at the pictures above. What explanation can you provide for the second picture, based on your reasonable conclusions?

42 Evaluate description:  Shows evidence of accomplishment  Allows the teacher to assess student performance and/or understandings of concepts, skills, processes, an applications.  Demonstrate understanding of new concept by observation or open-ended response.  Student is demonstrates evidence of understanding.

43  Observe the students as they apply new concepts and skills  Assess students’ knowledge and/or skills  Look for evidence that the students have changed their thinking or behaviors  Encourage students to assess their own learning  Ask open-ended questions, such as:  – Why do you think …. ?  – What evidence do you have regarding …. ?  – What do you know about …. ?  – How would you explain …. ?

44  Activities scored using a rubric  Performance assessment  Produce a product  Journal entries  Peer Feedback Response  Problem-based Learning Scenarios  Portfolio  Bloom’s Higher Level Questioning

45 Measuring & Counting: How many? How long? How much? Comparison (for sharper observation): In how many ways are _______ alike and how do they differ? Action: What happens if you ……..? …get caught in a tornado while driving a car? Problem-posing (more sophisticated, follows exploration & understanding, not a good first question): Can you find a way to… capture the objects caught in a tornado? Can you find evidence of other forces in nature? How can you construct a building that will withstand the speeds of wind in a tornado? Can you make a machine that works from the force of wind generated by a tornado’s storm?

46 Using the rubric for criteria reference, create a PowerPoint game focused on “forces of nature”. Share with your table group. Use peer scoring sheet after you play the game, then tally the points awarded the game creator to get their grade.

47 Students with evaluate emphasized instruction:  Increased Performance:  Overall Student Achievement - 17%  Special Population Achievement – 12%

48  Generate a Frayer with blank paper 5-E Model Define: Examples:Non-Examples: Visual Representation:

49 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?

50  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?

51 Learning Goals:  – Review or learn the parts of the 5-E Instruction Model.  – Experience a 5-E lesson with special emphasis on the essence of each E.  – Become familiar with components of 5-E Instructional Model and strategies used for implementation.


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