Integrating Technology into the 5 E Learning Model Stephanie Nowak Science Regional Network Leader February 12, 2015

Ohio’s NLS Three Common Instructional Shifts Build a Deep Understanding of Content Craft Responses Based on Evidence **Use Technology

Key Areas of Focus in Ohio’s NLS Scientific Practices Reading Scientific Texts Closely Writing from Sources Building Disciplinary Knowledge

evaluate…engage…explore… evaluate…engage…explore… Science Practices and the Learning Cycle explain…extend…evaluate

Engage Explore Explain Extend Elaborate 5 E Learning Model

Enables teachers to scaffold their students in framing questions, grappling with data, creating explanations, and critiquing explanations all important components of inquiry Select instructional materials that promote inquiry Assess students abilities in multiple ways Deep not Broad

5 E Learning Model The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Constructivism is a learning strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information.

Integrating technology is a critical part of instruction and in preparing students for success.

Key Science Concepts Grade 3 Technology can be used to analyze and compare test results, connect to other classrooms to compare data or share samples, and document the findings.

Technology Integration What? a. What is the instructional goal? b. What technologies are available? c. What technologies would the educator like to use?

Who is being targeted for the infusion of technology? a.Whole group? b.Flexible group? c.Students with differentiated needs? Technology Integration

Where will the technology be delivered? a. In the classroom using a teacher presentation system? b. In the classroom computer center? c. In the computer lab? d. With resource/peer support? Technology Integration

When will the technology infusion take place? a. As a warm-up or wrap up activity? b. After a particular lesson? c. What is the timeline? Technology Integration

Engage MOTIVATION initiates and sustain students’ engagement in inquiry. Multiple entry points

Explore Ask questions that can be tested Manipulate materials Student Centered Investigations Design Process

Explain Guided Questions the How and the Why? Learn from mistakes and failures build upon knowledge and develop new conclusions based on testing and evidence. The jar is made of translucent glass, however, and all surviving pots of Dr. Berry’s concoction are opaque or opalescent glass.

Expand Deepen Understanding Often inquiry leads to more questions then answers expanding knowledge of content addressing

Expand Focused on Scientific Ways of Knowing and Science and Technology.

Evaluate Ongoing Formative & Summative Variety of Strategies: Entrance, Exit Tickets Journaling Concept maps, authentic assessment, rubrics, conferencing Learning target assessed

Text in an inquiry learning cycle Engage Generate interest Build or activate prior knowledge Spark questions Narrative expository Journal Biography Explore Guide students in designing investigations Classify organisms How-To Field Guides Data Charts

Text in an inquiry learning cycle Explain Develop understandings gained in inquiry Mentor texts for representing data and communicating results Reference Explanation Expand Generate new questions Apply knowledge to real world situations Connect knowledge All genres

Science Content Based on Real World Evidence Connect text to hands-on experiences Use academic vocabulary Integrating Science and Balanced Literacy

Authentic context Focus on informational text Teach literacy skills Integrating Science and Balanced Literacy

Question Characteristics encourage investigation examine natural phenomena rely on evidence-based responses relevant open-ended Testable Questions

Question TypesAmelia Earhart Examples Attention-focusing Could the Freckle Cream Jar really belong to Amelia? Measuring and counting What distance did her plane fly before disappearing? ComparisonHow are the jars alike how are they different? Action What happens when the meal worm is moved into the light? Problem-posingCan you find evidence to support or refute that this jar belonged to Amelia? Reasoning The jar found is milk glass something not made at the time Amelia disappeared. How do you think it got to the island? Testable Questions

Evidence Centered Design Shift Start with the End in Mind

Evidence Centered Design

Incorporation of Technology Science Quality Review Rubric Uses appropriate technology and media strategically and ethically to deepen learning and draw attention to scientific evidence.*

Technology Integration

Google Docs and Forms Skype Read and Write for Google Padlet Nearpod

education.ohio.gov

Contact Information Stephanie Nowak Mentor Public Schools Third Grade Teacher Dale R.

Social ohio-department-of-education Ohio Families and Education Ohio Teachers’ Homeroom OhioEdDept storify.com/ohioEdDept