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

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: lpowell@fcusd.org, lpowell@jessup.edu Phone: 916-294-9000, ext. 103657 Who are you? Name & connection to education

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?

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.

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!

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

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

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

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

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

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

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)

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?

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?