We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byLillian Eastburn
Modified about 1 year ago
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
Understanding by Design Stage 3 Understanding by Design Professional Development Workbook by Jay McTighe and Grant Wiggins Classroom Instruction that Works.
Imagine It! Inquiry. Why Use the Inquiry Process? Instruction in reading, writing, speaking, and listening is often fragmented and lacking in a coherent.
LITERACY IN THE MIDDLE YEARS OF SCHOOLING INITIATIVE Quality teaching in NSW public schools - assisting students needing additional support with writing.
Part 2 Part 2: Oral Language Analyze the two key areas of oral language – vocabulary and phonological awareness – as they relate to childrens literacy.
Psychological Foundation Of Curriculum Development Psychological Foundation Of Curriculum Development.
Copyright © Houghton Mifflin Company. All rights reserved. 5 | 1 Standardized Tests: What Are They? Why Use Them? What are they? –Tests administered under.
Performance Assessment. Performance assessment is a dynamic process calling for students to be active participants, who are learning even while they are.
Sheltered Instruction Observation Protocol. When I say go: Stand up Put your hand up in the air Find a close partner who has a different teaching assignment.
Text Comprehension Practices for Students who are Deaf or Hard of Hearing: Part 1 Susan R. Easterbrooks Georgia State University Part 1 of 2 presentations.
What are the 5Es? The 5Es represent five stages of a sequence for teaching and learning: Engage, Explore, Explain, Extend (or Elaborate ), and Evaluate.
ELA/Literacy K-2 Session 1: Developing Criterion-Based Feedback 1.
Who am I as a Teacher? Final Project My Professional Identity as a Teacher: Beliefs about teaching, learning, literacy and assessment By Emily Mullins.
Providing High-Quality Written Feedback to Educators LEA Calibration Session March 2014.
The Constructivist Approach to Language Teaching & Learning Prepared by:Ait Taleb Abdelaziz Driouch Aziz Jamaati Zakaria Ed-Psych Course (TEFL & ICT MA.
Instruction Gradual Release of Responsibility & Feedback Gradual Release of Responsibility & Feedback.
1 Using Balanced Assessment to Prepare Students for Transfer Tasks Curriculum Implementation Modules ( ) Session Three: November 2011 Alexandria.
COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO) & NATIONAL GOVERNORS ASSOCIATION CENTER FOR BEST PRACTICES (NGA CENTER) JUNE 2010.
Reading Procedures: MODELLED READING Presenter: Duane Smith Principal Project Officer South East Region.
Cognitive Academic Language Learning Approach. The Cognitive Academic Language Learning Approach (CALLA) is an instructional model that was developed.
Workshop Open Court Reading. prepared by Marsha L. Roit Welcome, I am Glad You Are Here! My Name is Shayla Brown
Math Block: How to Plan 60 Minutes of Effective Math Instruction Patricia Allen 8/21/2012.
6 Integrated Teaching and Learning Approaches. Integrated teaching and learning approaches Combine guided play and learning, adult-led learning, and child-directed.
Session # 4: Strategies Sarah Roberts
Language Experience Stories. What is a language experience story? A way to target language A way to practice targeted language A hands-on activity A way.
South Harrison Community School Corporation “Building Blocks” For Grade K.
CONFER WITH ME! A Practical Approach to Reading Workshop…Conferences, Strategies and Ideas.
Early Childhood Math Professional Development. Getting Started QUESTIONS OF THE DAY There are three questions posted in the front of the room. For.
Language Arts 2 nd Part. Summary of PK – 4 th TEKS for LA and Reading PK – S interact with responsive adults and peers in a language – and print-rich.
CLASS Focus on Instructional Support. Desired Outcomes: By the end of this session participants will be able to utilize strategies to improve the quality.
Reading Across the Curriculum. Why Is Reading Important in the Content Areas? One concern teachers express is that students do not have the skills to.
© 2016 SlidePlayer.com Inc. All rights reserved.