1. May 2015 End of Year Training
Learning the 5-E’s
May 2015
End of Year Training

2. Today’s Objectives To be able to describe the 5-E instructional model To be able to explain how it is embedded in Go Math
Agenda:
Mathematical Practices
5-Es
Overview
Exploration
Discussion
Review and Reflection

3. Standards for Mathematical Practice
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important ‘processes and proficiencies’ with longstanding importance in mathematics education.
(CCSS, 2010)
Read slide, The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.
- Common Core State Standards for Mathematics, page 6
The development of the standards for mathematical practice was based on ideas from two publications: NCTM’s Principals and Standards for School Mathematics and the National Research Council’s Adding It Up. Remind participants of the vital nature of the Standards for Mathematical Practice with respect to students developing a powerful set of core mathematical competencies.
These practices do not stand alone and are not intended to be taught as stand alone lessons. They are an integral part of learning and doing mathematics and need to be taught with the same intention and attention as mathematical content.

4. Standards for Mathematical Practice
1. Make sense of complex problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Using the process standards and the five strands of mathematical proficiency, the writers of the Common Core for Mathematics developed eight Standards for Mathematical Practice.
An important note about these standards is that they are for students. The purpose of the Mathematical Practices is to help the students know and understand the core standards at a deeper level. They engage the students in the content of your course. While they have implications on teachers and their instruction, in and of themselves, they are not goals for teachers.”

5. Standards for Mathematical Practice
1. Make sense of complex problems and persevere in solving them.
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Looking at the Mathematical Practices, take a few minutes, individually, to read the highlighted words for each of the practices. What do you notice? Also, think about the implications the standards might have on your classroom.
Allow a few minutes for participants to think individually.
Now take a few minutes to work with a partner to discuss the highlighted words as well as the implications of the mathematical practices in the classroom.
Allow a few minutes for participants to discuss in partners.
Have the partners share their thoughts with the group.

6. Is this window on the right or left of this building?
Right or Left Window
Is this window on the right or left of this building?

7. Wavy Lines Illusion Are these lines curved, or straight and parallel?

8. Double Imaging Picture Do you see the profile of a face, or an Eskimo looking into a cave?

9. 5-E Model The 5-E model is used to design a lesson:
-That emphasizes the active role of the learner(s) in building understanding and making sense of the world.
-Where the teacher sets up problems, monitors student exploration, guides student inquiry, and promotes new patterns of thinking.

10. E Engage E Explore E Explain E E Elaborate E Evaluate
Using the illustrations below, can you list the name of each “E” and describe it’s focus? E
Engage E
Explore E
Explain E E
Elaborate E
Evaluate

11. What is 5-E History?
5-E Model is based on the SCIS Model of Instruction by researchers Atkins and Karplus in 1967.
5-E Model was originally proposed by BSCS (Biological Science Curriculum Study) in the late 1980’s.
5-E Model became a GPISD initiative in 2007 and continues to be the framework for lesson design that include strategies for active learning, student engagement and specific instructional focus, based on data analysis.

12. Engage… Engage description focus student’s attention
stimulate thinking
generate interest
access prior knowledge
frame the learning

13. Engage: Teacher Role Create Interest Motivate Ask for student’s input
Hook content to student interest
Connect to prior knowledge
Create emotional connection
Raise questions and encourage response

14. Engage: Activities Demonstration/Question Manipulative activity
Analyze an illustration
Interactive Reading
KWL/KNLQ
Forced Associations
Brainstorming Activity
Connect past and present
Frames the idea

15. Engage: Go Math

16. Engage: Explore it… Review your teacher resources, make a list of:
Engage strategies/activities used in a variety of lessons and chapters
Notes about teacher support related to engagement

17. Engage: Talk about it…
1. What strategies/activities did you notice? 2. What guidelines would you have for using the teacher’s manuals and student resources?

18. Research Affirms Students with engage emphasized instruction:
Increased Performance:
Overall Student Achievement – 9%
Special Population Achievement – 18%

19. Explore… Explore description: Discover new skills
Experience, Think and Investigate
Probe, Inquire, Collect Information
Question, Test, Make Decisions
Establish Relationships and Understanding
Problem Solve

20. Explore: Teacher Role Facilitate the learning
Incorporate strategies for all learning styles
Observe and listen to the students as they interact
Ask probing questions
Redirect the students when needed
Structure time
Encourage cooperative learning

21. Explore: Activities Perform an Investigation
Read to Collect Information
Construct a Model
Learn and practice a skill
Manipulate data/information
Solve a Problem
Participate in Discussion
Cooperative Learning Activities

22. Explore: Go Math

23. Explore: Go Math

24. Explore: Go Math

25. Explore: Explore it… Review your teacher resources, make a list of:
Explore strategies/activities used in a variety of lessons and chapters
Notes about teacher support related to Explore

26. Explore: Talk about it…
Review your teacher resources, make a list of:
Explore strategies/activities used in a variety of lessons and chapters
Notes about teacher support related to Explore

27. Research Shows Students with explore emphasized instruction:
Increased Performance:
Overall Student Achievement – 6%
Special Population Achievement – 13%

28. Explain… Explain description: Analyze exploration
Communicate New Understandings
Understanding is clarified and modified through a reflective activity
Concepts, processes or skills become plain, comprehensible and clear
Define terms relative to the learning

29. Explain: Teacher Roles
Encourage the students to explain concepts and definitions in their own words
Ask for clarification and justification (evidence)
Provide definitions, new words, and explanations
Use students’ previous experiences as basis for explaining concepts

30. Explain -Activities Student Analysis & Explanation
Demonstration with Student Talk
Supporting Ideas with Evidence
Graphic Organizers – Thinking Maps
Structured Questioning, Reading and Discussion
Teacher Further Questions or Explains connections
Thinking Skill Activities: compare, classify, summarize, error analysis, and interprets

31. Explain: Go Math

32. Explain: Go Math

33. Explain: Explore it… Review your teacher resources, make a list of:
Explain strategies/activities used in a variety of lessons and chapters
Notes about teacher support related to Explain

34. Explain: Talk about it…
Review your teacher resources, make a list of:
Explain strategies/activities used in a variety of lessons and chapters
Notes about teacher support related to Explain

35. Research Shows Students with explain emphasized instruction:
Increased Performance:
Overall Student Achievement – 6%
Special Population Achievement – 12%

36. Elaborate… Elaborate (Extend) description:
Expand and solidify student thinking
Apply new learning to a new or similar situation
Provide reasonable conclusions
Use new information in a real-world situation.
Extend and explain concept being explored
Communicate new understanding with formal academic language

37. Elaborate: Teacher Roles
Use previously learned information as a vehicle to enhance additional learning
Encourage the students to apply or extend the concepts and skills in new situations
Encourage students to use new terms and definitions
Act as a consultant

38. Elaborate: Activities
Problem Solving within a new context
Decision Making
Experimental Inquiry
Thinking Skill Activities: compare, classify, apply, judge, conclude, synthesize and extend
Extended Reading

39. Elaborate: Go Math

40. Elaborate: Go Math

41. Elaborate: Explore it…
Review your teacher resources, make a list of:
Elaborate strategies/activities used in a variety of lessons and chapters
Notes about teacher support related to Elaborate

42. Elaborate: Talk about it…
Review your teacher resources, make a list of:
Elaborate strategies/activities used in a variety of lessons and chapters
Notes about teacher support related to Elaborate

43. Elaborate: Research Shows
Students with elaborate emphasized instruction:
Increased Performance:
Overall Student Achievement – 1%
Special Population Achievement – 14%

44. Evaluate Evaluate description: Shows evidence of accomplishment
Allows the teacher to assess student performance and/or understandings of concepts, skills, processes, an applications.
Demonstrate understanding of new concept by observation or open-ended response.
Student is demonstrates evidence of understanding.

45. Evaluate: Teacher Roles
Observe the students as they apply new concepts and skills
Assess students’ knowledge and/or skills
Look for evidence that the students have changed their thinking or behaviors
Encourage students to assess their own learning
Ask open-ended questions, such as:
– Why do you think …. ?
– What evidence do you have regarding …. ?
– What do you know about …. ?
– How would you explain …. ?

46. Evaluate: Activities Activities scored using a rubric
Performance assessment
Produce a product
Journal entries
Peer Feedback Response
Problem-based Learning Scenarios
Portfolio
Bloom’s Higher Level Questioning

47. Evaluate: Go Math

48. Evaluate: Go Math

49. Evaluate: Explore it… Review your teacher resources, make a list of:
Evaluate strategies/activities used in a variety of lessons and chapters
Notes about teacher support related to Evaluate

50. Evaluate: Talk about it…
Review your teacher resources, make a list of:
Evaluate strategies/activities used in a variety of lessons and chapters
Notes about teacher support related to Evaluate

51. Evaluate: Research Shows
Students with evaluate emphasized instruction:
Increased Performance:
Overall Student Achievement - 17%
Special Population Achievement – 12%

52. 5-E Overview Generate a Frayer with blank paper 5-E Model Define:
Examples:
Non-Examples:
Visual Representation:

53. 5-E and Classrooms How will 5-E instruction look in walkthroughs?
How can the 5-E model support what you do as educators?
How can you support your team?

54. 5-E and You What are the benefits to teachers?
What are questions teachers have about the 5-E lessons?
How can administrators help support classroom instruction?

55. Are you able to: Today’s Objectives
Describe the 5-E instructional model
Explain how it is embedded in Go Math