1. 5 E’s - Instructional Model
Constructivist learning cycle, helping students build their own understanding from experiences and new ideas.

2. Introductions - Welcome!!
My name is Lari Powell. I have been teaching for FCUSD for 22 years. I am the Elementary Lead STEM teacher for FCUSD.
I work as an Adjunct Professor at two colleges:
University of Phoenix – CTEL certification
William Jessup University – Master’s in Education - Curriculum & Instruction Design, Math and Science methods class, PE/Health methods class
Contact Information:
Phone: , ext
Who are you? Name & connection to education

3. Ice Breaker - What is Authentic learning?
Think about something you learned that has had significant impact on your life.
Discuss with a partner: What did you learn? Who taught you? How did you learn? Why is this lesson or skill important?
Share with the group; something you learned or heard in your discussion that was meaningful.
Does that experience affect the way you teach? Why? Why not?

4. Constructivist Instructional Model
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; asks students to work with their own data and learn to direct their own explorations.
Students begin to think of learning as accumulated, evolving knowledge.

5. Importance of Engagement
Student engagement has primarily and historically focused upon increasing achievement, positive behaviors, and a sense of belonging in students so they are successful and remain in school.
Engagement fosters:
Rigor through Relevance
Classroom management
Attendance
Students need a compelling reason for learning and coming to school!

6. Discuss
Does engagement look different than it did 25 years ago? Why?

7. Engagement
Getting student’s attention, Capturing interest, and Provoking curiosity!
Introducing Phenomena
Video Clips
Guest Speaker
Mind Warmup (find mistakes)
Provocation
Games - Kahoot, Clickers, etc.
Books, Music, or Poetry
K-W-L chart; graphic organizer
What kinds of questions should the students ask themselves?
Essential Question/Guided Inquiry
Show worm

8. Exploration - Hands On Experience w/concept
Describe what hands-on/minds-on activities students will be doing
List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration
Open Investigation
Construct a Model
Solve a problem
*Background knowledge is #1 predictor of comprehension
Look at the Science and Engineering Practices- Which SEPs might be applied at this phase of the lesson sequence?
Transition from “learning about” to figuring out

9. Science & Engineering Practices
Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using Mathematics and computational thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtain, evaluate, and communicate information
First 3 = Science Practices, 4 & 5 = Math practices, 6-8 = ELA

10. Explanation - Fitting ideas together
Student explanations should precede introduction of terms or explanation by the teacher.
List higher order thinking questions and solicit student explanations and justifications of their explanations.
Examples: What did you predict and what happened? Why? What did your data show? How can you use this information in other situations?
Follow the Science and Engineering Practices to build coherence; Which SEP’s can be used for this phase in the lesson sequence?
Students can demonstrate and explain what they learned or figured out. Teachers can guide thinking with strategic questioning and address misconceptions and build vocabulary development

11. Elaboration - Increase Complexity
Describe how students will develop a more sophisticated understanding of the concept.
What vocabulary will be introduced and how will it connect to students’ observations?
How is this knowledge applied in our daily lives?
Example: Moving from properties of a worm, to researching what a worm needs to survive, to building a worm habitat based on that research, to researching and explaining how a worm turns waste into rich soil.
Look at the Science and Engineering Practices to develop Synthesis - Which SEP’s could be used for this phase of the lesson sequence

12. Evaluation - Evidence of what was learned
How will students demonstrate that they have achieved the lesson objective?
This should be embedded throughout the lesson as well as at the end of the lesson.
Move from knowing to understanding why and how
Look at last 2 Science and Engineering Practices
Example: Students will present their claims, data, and findings from the elaboration phase to the class. Students will produce a product, project, or model that demonstrates an integration of skills taught. Students will apply new understanding to a real life problem. (Driverless car letter to Engineer)

14. Let’s Create a 5 E’s Lesson!
In groups of 3-4, pick a lesson that you taught or plan to teach and modify it to fit a 5 E’s lesson plan model!
What will you do to Engage your learners?
What will they Explore?
What will they Explain? What will you do at this phase?
What activity will you set up to go deeper into the Elaboration phase?
How will you Evaluate what was learned?

15. The Debrief! Describe your lesson.
What was successful in your planning? What was challenging?
In groups of 3-4, Describe one strength and one weakness of this instructional model.
What is your next step?