utrfytrfyfyf 2 nd International Research – to - Practice Conference 4 & 5 December 2012 Teacher Professional Development: Traditions and Changes Expanding on the 5E’s Model Why Is It So ? Presenter: L Broda

Mathematics text Elicit-Observe-Explain Contemporary education now recognises the importance of prior knowledge and understanding to subsequent learning.

Mathematics text Elicit-Observe-Explain The BSCS (Biological Sciences Curriculum Study) 5E’s Model is crafted to enhance student engagement and promote the transfer of knowledge to new situations. The elements of the Model include: Engage Explore Explain Elaborate Evaluate

Mathematics text Elicit-Observe-Explain To emphasis the importance of prior knowledge and to ensure transfer and application of knowledge the model incorporated 2 new E’s – Elicit and Extend to become the 7 E’s Model. Elicit Engage Explore Explain Elaborate Extend Evaluate

Mathematics text Elicit-Observe-Explain List all the things that will happen when: “an empty tea bag is placed vertically on a table and then, using a match, the top of the bag is set on fire” (listen carefully to setup and procedures prior to making your predictions)

Mathematics text Elicit-Observe-Explain Elicit for understanding: individually make as many predictions as you can about what will happen based on your understanding of this phenomenon. Record on grid paper, however place no more than one prediction in any one grid. Once you are finished separate your predictions and share with another person. Reasons for prediction: Share your predictions with your partner. Remove any duplicates and organise into a meaningful Mind Map. Give reasons for each prediction and explain how they link together.

Mathematics text Elicit-Observe-Explain Reconcile prediction and observation (if necessary): what changes would you like to make to your mind map? Are you missing knowledge? Are you puzzled? Would you like to see it again? Suggestions as to where more information can be found to fill the knowledge gaps: Observation: Using your senses make accurate observations.

Mathematics text Elicit-Observe-Explain Reflection: How did you feel when asked to make a prediction? What difficulties did you have when attempting an explanation? How willing were you to share your ideas?

Mathematics text Elicit-Observe-Explain How open and receptive were you to another’s ideas? What implications will this strategy have on classroom environment? If you had carried out this activity in your classroom and heard the various explanations what would you do next?

Mathematics text A Paradigm Shift in Learning Emphasis on contentEmphasis on metacognition Emphasis on the algorithm Emphasis on higher-order thinking and deep understanding Valuing the abstract Learning in real life contexts Knowing a body of Disposition to choose & use knowledgethe knowledge strategically

Mathematics text Elicit-Observe-Explain Why Is It So ?