Presentation on theme: "Materials needed for session:"— Presentation transcript:
1Materials needed for session: Cardstock (one piece per participant) = 100Strips of paper (5 pieces per participant) = *125 sheets of paper cut into 4 sectionsButtons (one per group) = 10Straws (one per group – cannot be reused) = 45Rulers (one per group) = 10Timer (to measure 10 seconds) = 1 for teacherToy cars (one per group) = 10Zip-lock bag for materials (one per group) = 10Music player and CD for freeze tag
2Different Perspective… Looking At ThingsFrom ADifferent Perspective…5-E Instruction ModelPresented by Deedie Jones, GPISD Teacher CoachModified from a presentation by Jennifer Payne ESC Region 14
3Right or Left WindowIs this window on the right or left of this building?
4Elephant Leg Illusion How many legs does this elephant have
5Wavy Lines Illusion Are these lines curved, or straight and parallel?
6Reversible Picture What do you see in the picture Reversible Picture What do you see in the picture? What do you see after it is flipped?
7What do you see?. What do you see, a jazzy musician or a pretty lady?
8Double Imaging Picture Do you see the profile of a face, or an Eskimo looking into a cave?
9The Color Quiz Look at the chart and say the color, not the word
10Looking At Lesson Design Different Perspective… From ADifferent Perspective…5-E Instruction ModelWhat is a 5E instructional model?This model describes a teaching sequence that can be used for entire programs, specific units and individual lessons. NASA eClips™ supports the 5E constructivist learning cycle, helping students build their own understanding from experiences and new ideas.The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults. Constructivism is a learning strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information.The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking. Working mostly with raw data, primary sources, and interactive material, constructivist teaching asks students to work with their own data and learn to direct their own explorations. Ultimately, students begin to think of learning as accumulated, evolving knowledge. Constructivist approaches work well with learners of all ages, including adults.Recently, two more E’s have been added to the model. Elicit was added to the Engage part which adds the important step of accessing students’ prior knowledge. This is an important part of getting kids ready to learn. And “extend” was added to the elaborate component as a way to get kids to transfer some of their knowledge into other learning opportunities. This important part is how students will ultimately connect their learning in science to the world, starting with other school subjects, and beyond that to the working world. We need to show our students how the concept or skills is practical or useful in real life. That’s why the “extend” was added.Notice that the arrows go back and forth in this model, of course indicating that learning is a cycle not a linear list of steps.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.
11Today’s Objective: To become familiar with the 5-E instructional model and understand the reasons for it being a GPISD initiative.Today’s Product: Participants will create a foldable containing the definition, teacher role and specific activities pertaining to each of the 5 E’s.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.
12E Engage E Explore E Explain E E Elaborate E Evaluate Using the illustrations below, can you list the name of each “E” and describe it’s focus?EEngageEExploreEExplainEEElaborateEEvaluate
13What is 5-E History?5-E Model is based on the SCIS Model of Instruction by researchers Atkins and Karplus in 1967.5-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.
14The 5-E Foldable Make a foldable to capture thoughts about 5-E model. Materials Needed:1 sheet of card stock5 strips of paper1 MarkerMake a foldable to capture thoughts about 5-E model.Label each of 5 strips with each of the 5-E’s, near the top.EvaluateElaborateExplainExploreEngage2. Fold the cardstock to create a display tray.3. Add important information to each strip, then display on tray.EngageEngageDefinition: Teacher: Activities:Generate Interest -Creates interest - Asks questionsAccess prior knowledge -Raises questions - Demonstrates interestFrame the idea -Encourages responses - Connects concepts
15symbol to indicate information for foldable On Foldable…symbol to indicate information for foldableEngage descriptionfocus student’s attentionstimulate thinkinggenerate interestaccess prior knowledgeframe the learning
16Engage: Teacher Role Create Interest Motivate Ask for student’s input Hook content to student interestConnect to prior knowledgeCreate emotional connectionRaise questions and encourage response
17Engage: Activities Demonstration/Question Manipulative activity Analyze an illustrationInteractive ReadingKWL/KNLQForced AssociationsBrainstorming ActivityConnect past and presentFrames the idea
18Think about it…Talk about it. symbol to indicate processing timeThink 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?
19symbol to indicate additional information Research Affirmssymbol to indicate additional informationStudents with engage emphasized instruction:Increased Performance:Overall Student Achievement – 9%Special Population Achievement – 18%Why?
20symbol to indicate active participation Activity – EngageBrainstorm with your table partners all of the words you can think of to describe force, or ways of showing force.symbol to indicate active participationpushgrabFORCEpullshovemove
21symbol to indicate active participation Activity – EngageNow discuss forces of nature -symbol to indicate active participationwaveFORCEgravitywind
22On Foldable… Explore description: Discover new skills Experience, Think and InvestigateProbe, Inquire, Collect InformationQuestion, Test, Make DecisionsEstablish Relationships and UnderstandingProblem Solve
23Explore: Teacher Role Facilitate the learning Incorporate strategies for all learning stylesObserve and listen to the students as they interactAsk probing questionsRedirect the students when neededStructure timeEncourage cooperative learning
24Explore: Activities Perform an Investigation Read to Collect InformationConstruct a ModelLearn and practice a skillManipulate data/informationSolve a ProblemParticipate in DiscussionCooperative Learning Activities
25Think about it…Talk about it. 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?
26Research Shows Students with explore emphasized instruction: Increased Performance:Overall Student Achievement – 6%Special Population Achievement – 13%
27Activity – Explore Form groups (3 per group) Select team members 1 person to provide the force1 ruler reader1 data recorderYou 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 button1 straw1 ruler
28On foldable… Explain description: Analyze exploration Communicate New UnderstandingsUnderstanding is clarified and modified through a reflective activityConcepts, processes or skills become plain, comprehensible and clearDefine terms relative to the learning
29Explain: Teacher Roles Encourage the students to explain concepts and definitions in their own wordsAsk for clarification and justification (evidence)Provide definitions, new words, and explanationsUse students’ previous experiences as basis for explaining concepts
30Explain -Activities Student Analysis & Explanation Demonstration with Student TalkSupporting Ideas with EvidenceGraphic Organizers – Thinking MapsStructured Questioning, Reading and DiscussionTeacher Further Questions or Explains connectionsThinking Skill Activities: compare, classify, summarize, error analysis, and interprets
31Research Shows Students with explain emphasized instruction: Increased Performance:Overall Student Achievement – 6%Special Population Achievement – 12%
32Activity – ExplainFreeze 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.
33Activity – ExplainCompare the estimated, and actual, measurements recorded in the button activity.Describe the force that was used to make the button move.Explain how friction and gravity affect the movement of your button?How could you change your experiment to make the button move along the table faster than before?
34On foldable… Elaborate (Extend) description: Expand and solidify student thinkingApply new learning to a new or similar situationProvide reasonable conclusionsUse new information in a real-world situation.Extend and explain concept being exploredCommunicate new understanding with formal academic language
35Elaborate: Teacher Roles Use previously learned information as a vehicle to enhance additional learningEncourage the students to apply or extend the concepts and skills in new situationsEncourage students to use new terms and definitionsAct as a consultant
36Elaborate: Activities Problem Solving within a new contextDecision MakingExperimental InquiryThinking Skill Activities: compare, classify, apply, judge, conclude, synthesize and extendExtended Reading
37The Important Book by Margaret Wise Brown Think about it…Talk about it.The Important Book by Margaret Wise BrownHow could you use this book to support ELABORATION?
38The Important BookThe 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.Margaret Wise Brown
39Research Shows Students with elaborate emphasized instruction: Increased Performance:Overall Student Achievement – 1%Special Population Achievement – 14%
40Activity – Elaborate 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.
41Activity – ElaborateUsing 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?
42On foldable… 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.
43Evaluate: Teacher Roles Observe the students as they apply new concepts and skillsAssess students’ knowledge and/or skillsLook for evidence that the students have changed their thinking or behaviorsEncourage students to assess their own learningAsk open-ended questions, such as:– Why do you think …. ?– What evidence do you have regarding …. ?– What do you know about …. ?– How would you explain …. ?
44Evaluate Activities Activities scored using a rubric Performance assessmentProduce a productJournal entriesPeer Feedback ResponseProblem-based Learning ScenariosPortfolioBloom’s Higher Level Questioning
45Types of Questions 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?
46Activity – EvaluateUsing 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.
47Research Shows Students with evaluate emphasized instruction: Increased Performance:Overall Student Achievement - 17%Special Population Achievement – 12%
485E Overview Generate a Frayer with blank paper 5-E Model Define: Examples:Non-Examples:Visual Representation:
495E and Campus Administrators How will 5E instruction look in walkthroughs?PDAS connectionsHow can the 5E model support what you do as campus leaders?How can you support your campus?
505E 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?
51Reviewing Today’s Goals 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.