1. THE BSCS 5E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS
A presentation for the
International Science Teaching Foundation
and
Science-Bits
Rodger W. Bybee
Executive Director (Emeritus)
Biological Sciences Curriculum Study (BSCS)
Barcelona, Spain
29 April 2015

2. THE BSCS 5E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS
Introduction
Reflections on the Initial Activity
Thoughts on Teachable Moments
Origins of the BSCS 5E Instructional Model
The BSCS 5E Instructional Model
Reflections on the BSCS 5E Instructional Model
Questions and Discussion

3. THE BSCS 5E INSTRUCTIONAL MODEL Reflections on the Initial Activity
What was engaging about the activity?
With a colleague discuss how you would teach the concepts in the assessment.

4. THE BSCS 5E INSTRUCTIONAL MODEL Thoughts on Teachable Moments
What is a teachable moment?
When does a teachable moment occur?
Why does a teachable moment occur?
How can you create teachable moments?

5. THE BSCS 5E INSTRUCTIONAL MODEL
Origins of the BSCS 5E Instructional Model
Historical Examples
Atkins/Karplus Model
 Explore
 Invent
 Discover

6. THE BSCS 5E INSTRUCTIONAL MODEL

7. CREATING A TEACHABLE MOMENT
Engagement
• The teacher or a curriculum task helps students become
engaged in a new concept through the use of short activities
that promote curiosity and elicit prior knowledge.
• The activity should make connections
between past and present learning
experiences, expose prior conceptions,
and organize students’ thinking toward
the learning outcomes of current
activities.

8. USE PRIOR KNOWLEDGE TO GENERATE NEW IDEAS THROUGH INQUIRY
Exploration
• Exploration experiences provide students with a common
base of activities within which current concepts (i.e.,
misconceptions), processes, and skills are identified and
conceptual change is facilitated.
• Learners may complete lab
activities that help them use
prior knowledge to generate
new ideas, explore questions,
and design and conduct an
investigation.

9. DEVELOPING NEW KNOWLEDGE AND ABILITIES
Explanation
• The explanation phase focuses students’ attention on a
particular aspect of their engagement and exploration
experiences and provides opportunities to demonstrate their
conceptual understanding, process skills, or behaviors.
• Teachers directly introduce a concept, process, or skill.
• An explanation from the teacher or
other resources should guide learners
toward a deeper understanding.

10. TRANSFERING CONCEPTS AND ABILITIES TO NEW SITUATIONS
Elaboration
• Through new experiences, the students develop deeper and
broader understanding, more information, and adequate
skills.
• Students apply their understanding of the concept and abilities by conducting additional activities.

11. ASSESSING STUDENTS’UNDERSTANDINGS AND ABILITIES
Evaluation
• The evaluation phase encourages students to assess their
understanding and abilities.
• This phase provides teachers an opportunity to evaluate
student progress toward achieving learning outcomes.

12. BSCS 5E Instructional Model
Reflections on the
BSCS 5E Instructional Model

13. Questions and Discussion

15. THANK YOU