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Teaching Science to Every Child: Using Culture as a Starting Point ©Routledge/Taylor & Francis 2012 Chapter 9 The 5E Learning Cycle as a Model for Science Teaching ©Routledge/Taylor & Francis 2012
Chapter 9 Topics Models of Teaching: Inductive or Deductive or Both?!The 5E Learning CycleEngageExploreExplainExtendEvaluateThe Learning Cycle and Diverse Student Populations ©Routledge/Taylor & Francis 2012
Models of Teaching Students must learn particular facts and termsStudents should also understand bigger conceptsDeductive begins with the big idea and then goes to examplesInductive starts with bits of knowledge and builds toward “whole”Students should experience both models of teachingIdeally begin with inductive and then shift to deductiveThis sequence accommodates diverse students very well ©Routledge/Taylor & Francis 2012
Contrasting Approaches: Parts to Whole or Whole to Parts ©Routledge/Taylor & Francis 2012
The 5E Learning Cycle Approach first developed in the 1960s during curriculum reforms in actual classrooms with children of varying abilities Combines the strengths of discovery, inquiry, and conceptual change: Hands-on, varying supports, and emphasis upon student learning The Learning Cycle draws upon theories about how children learn science: developmental, social, and experiential. Lots of different Learning Cycles but the 5E is the most popular. Each of the five phases begins with the letter E. ©Routledge/Taylor & Francis 2012
The 5E Learning Cycle Engage gets at students’ ideas and builds interest Hands-on activities during Explore and Extend Direct instruction by teacher of concepts during Explain Evaluate is continuous with a shifting emphasis ©Routledge/Taylor & Francis 2012
Phase One: Engage Purpose is to orient students to the upcoming activityAlso an opportunity to hear what they already knowCan also be a bridge between previous lessonsConnects school science to real-life experiencesAlthough open-ended there is underlying intent ©Routledge/Taylor & Francis 2012
Phase Two: Explore Hands-on activity with structure to guide exploringNot the time to introduce vocabulary or definitionsThe goal is to give a concrete sense for a conceptStudents should record their observations and actionsTeacher asks questions to support the exploring ©Routledge/Taylor & Francis 2012
Phase Three: Explain Students share what they didComparisons across groups toward common understandingsTeacher introduces targeted concept and definitionsConnections made between Explore and ExplainInductive: Experiences combined to make a wholeGenerate shared written records of the concept ©Routledge/Taylor & Francis 2012
Phase Four: Extend Goal: Students apply concept to new situationHands-on activity for extending vocabularyTeachers uses questions to reinforce understandingsEmphasis on extending knowledge to the materialsDefinitely not the right time to introduce new ideasDeductive: Taking whole concept and using it ©Routledge/Taylor & Francis 2012
Phase Five: Evaluate Opportunity to demonstrate understanding (summative)Could be a paper-pencil test or a performance taskShould offer students a chance to chart changed ideasEvaluate throughout the Learning Cycle, not just last phaseQuestioning by teacher as if assessing for grades ©Routledge/Taylor & Francis 2012
Learning Cycle and Diverse Groups Background knowledge and experiences brought to the surface during the Engage phase Explore activity ensures each student has a common background and shared experience with the phenomenon Language development supported: Talking with peers during hands-on, writing ideas, communication with the whole class. Connections made by and for students between what goes on during science lesson and what they experience at home ©Routledge/Taylor & Francis 2012
Chapter 9 Summary Inductive and Deductive: Direction between Parts and Whole5E Learning Cycle is Preferred in K-8 Science ClassroomsEngage: Assess what students already knowExplore: Activity to deepen their experiencesExplain: Sharing ideas and learning formal science termsExtend: Applying concept to a hands-on activityEvaluate: Determining how well students learned conceptLearning Cycle is Appropriate for Diverse Student Populations ©Routledge/Taylor & Francis 2012
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