Converting Your Conceptual Flow, PQP and CCC K-12 Alliance Tool D Converting Your Conceptual Flow, PQP and CCC (Tool A, B, C) into a 5 E Learning Sequence

Session Outcomes Recall the Key Findings of How People Learn Reconnect and build on NGSS Tools A, B, and C Learn about Tool D to design a 5E learning sequence Prep for the Grade Level Learning Sequence Sessions

How Do You Currently Plan for Student Learning? Individual Quickwrite Share with Group Planning for Student Conceptual 3D Learning

How People Learn Implications for Instruction Prior Knowledge Conceptual Frameworks Metacogntition Relate HPL to Science is fundamentally about making sense of the natural world. • We often use the language: “figure something out”. • When you are trying to figure something out, you are trying to make sense of it. You are engaged in the process of sense-making. • The learner is the one doing the sense-making.

Memories…. What do you remember about: Tools A Conceptual Flow Tool B PQP Chart Tool C: Cross Cutting Concepts Use your handouts as a basis for your group discussion Groups discuss and make a graphic, share whole group.

PQP Chart

From Conceptual Flow to Preliminary Sequence to 5Es Tool D From Conceptual Flow to Preliminary Sequence to 5Es 5E Learning Sequence Select chunk from CF; complete preliminary sequence template using concepts and PQP and CCC charts, create 5 E—concept column first K-12 Alliance/WestEd ‘14

5E Learning Sequence Big Ideas Starts with phenomenon Is student-centered; not teacher-directed Moves students from their prior knowledge to the concepts you want students to learn Provides 3D learning Takes place over time—but not in one period/lesson!

Analysis of Ms. Rivera’s 5 E Learning Sequence 1. Identify a Learning “Chunk” from the CF 2. Arrange concepts in a preliminary sequence 3. Use template to “build out” the sequence 4. Create 5E stages for entire sequence using the concepts as the “backbone” of instruction 5. Refine

Select A Learning “Chunk” Step 1 select a chunck

Preliminary Learning Sequence Template Add chunks to template in the concept area

Building Understanding over Time What concepts: might students have as prior knowledge? Place the card (s) at the beginning of the sequence do students need to explore to build their understanding of the DCIs? Place those cards next should students explain to demonstrate their understanding? Place those cards next might students need for application? Place these cards so that they connect student explanation and student final evaluation Might students express as a final understanding of the learning sequence? Sequence the chunk

Read Ms. Rivera’s 5 E Learning Sequence In Your Group: Everyone read background and your assigned day Circle what the teacher does; underline what students do; highlight the concept Create a sentence strip with a column for “teacher does”, “student does” and “concept.” Fill in the sentence strip based on your reading. Create one sentence strip for each day As a group of 7 days Beginning with day 1, share the sentence strip and place on the wall. Continue sharing and building the 5E on the wall until all days have been shared. Review the Concept Column

Design the 5E Learning Sequence What teachers are doing What students are doing Science Concepts (DCI, SEP, CCC) Use the concepts from the preliminary sequence to develop the Instructional Conceptual Flow

Modified 5E Instructional Model Original 5E Instructional Model Developed by BSCS. Concept Column added by K-12 Alliance/WestEd

Identify the 5Es Students…. Engage: express prior knowledge Explore*: “mess” around with the concept Explain*: tell/show what they know about the concept Elaborate: apply what they know about the concept Evaluate: summarize what they understand about the concept *may be multiple stages

Backwards Mapping Use the SEP, CCC and CCSS from the Preliminary Sequence Template to Identify What Teachers and Students Are Doing to Address the Concept What teachers are doing What students are doing Science Concepts (DCI, SEP, CCC)

Ms. Rivera’s Preliminary Learning Sequence Template and 5E Learning Sequence Outline

Ms Rivera’s 5E Learning Sequence Outline

Tool D Review Refer to Your Conceptual Flow, PQP Chart and Cross Cutting Concepts Select a Learning “Chunk” Determine a Preliminary Learning Sequence and complete the Preliminary Learning Sequence Template Create the 5 E Learning Sequence Design learning experiences for each day

Tool D Reflection What are 2 things you want to remember about Tool D? Based on what you understand about tool D, what is 1 thing you will be looking for in your grade level lesson in the next session?