1. 5 E Instruction Model Jennifer Payne ESC Region 14 CSCOPE Consultant

2. Today’s Goals – Review or learn the parts of the 5E Lesson Cycle.
– Experience a 5E lesson with special emphasis on the essence of each E.
– Become familiar with components of 5E Instructional Model from the views of a teacher and student.

3. What is 5E History?
5E Model is based from the SCIS Model of Instruction by researchers Atkins and Karplus in 1967.
5E Model was originally proposed by BSCS (Biological Science Curriculum Study) in the late 1980’s.

4. The 5E Represents Engage Explore Explain Elaborate Evaluate
Make a foldable to capture thoughts about 5E.

5. Let’s begin… Form groups (4-5 per group) Select team members
1 person to move the puff cup
1 timer
1 recorder
other team members are encouragers.
You will have 15 seconds to see how far you can move your cups.
You may not touch the cup with your bottle.
Estimate your distance in cm. Test, and then measure your distance in centimeters.
This activity is from CSCOPE 3rd Grade Unit 3- Investigating Forces Lesson 1

6. On Foldable… Engage definition
Activity which will focus student’s attention,
stimulate their thinking,
generate interest,
access prior knowledge and
frame the setting for learning.

7. Engage: Teacher Roles Creates Interest. Motivates.
Taps into what students know or think about the concept/topic.
Raises questions and encourages responses.
Hooks the student into the lesson—they have investment in lesson.

8. Engage: Activities Demonstration/Question Manipulative activity
Analyze a Graphic
Interactive Reading/Primary source such as a speech
KWL
Brainstorming
Make connection between past and present learning experience.
Set parameters of the focus.
Frames the idea.

9. Engage: Student Roles Asks questions such as:
Why did this happen?
What do I already know about this?
What have I found out about this?
How can this problem be solved?
Shows interest in the topic
Responds to questions demonstrating their understanding of the concept/topic.
Manipulates materials/ content

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

11. In your groups: Create a Venn Diagram: Push, Pull or Both
Sort Cards into the Venn Diagram

12. Explore definition Activity which gives students time to
experience, think and investigate,
probe, inquire, collect information,
question, test, make decisions
establishing relationships and
understandings, and problem solve.

13. Explore: Teacher Role Acts as a facilitator
Observes and listens to the students as they interact
Asks probing questions to redirect the students’ investigations when necessary
Provides time for students to puzzle through problems
Encourages cooperative learning

14. Explore: Activities ELA, Math, Science, Social Studies…
Perform an Investigation
Read Authentic Resources ( Primary sources) to Collect Information
Construct a Model
Learn and practice a skill
Manipulate data/information
HANDS ON ACTIVITIES

15. Explore: Student Roles
Conducts investigations
Tests predictions and hypotheses
Forms new predictions and hypotheses
Discusses tentative alternatives with others
Records observations and ideas
Suspends judgment
Shares thinking with others

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

17. Can anyone explain to me how this toy car is a system?
What is the car doing right now?
How could you make this car move along the table? Talk with your group
What does Explain look like?
Take time as a group to look over the explain parts of the lesson.
Debrief findings

18. Explain definition
Activity which allows students to analyze their exploration and communicate new understandings.
Student’s understanding is clarified and modified through a reflective activity.
Concepts, processes or skills become plain, comprehensible and clear.
Common use of terms relative to the learning experiences.

19. Explain: Teacher Roles
Encourages the students to explain concepts and definitions in their own words
Asks for justification (evidence) and clarification from students
Provides definitions, new words, and explanations
Uses students’ previous experiences as basis for explaining concepts

20. Explain Activities Student Analysis & Explanation
Demonstration with Student Talk
Supporting Ideas with Evidence
Structured Questioning, Reading and discussion
Teacher Further Questions or Explains connections
Thinking Skill Activities: compare, classify, error analysis, and interprets

21. Explain: Student Roles
Explains, listens, defines, and questions
Refers to previous activities
Uses recorded observations in explanations
Provides reasonable responses to questions
Interacts in a positive supportive manner
Interprets new ideas

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

23. Elaborate
Activity which expands and solidifies student thinking and/or applies it to a real-world situation.
Student communicates new understanding with formal academic language.

24. The Important Book by Margaret Wise Brown
How could I use this book to support ELABORATION?

25. The Important Book
The important thing about gravity is that it is always there. It is invisible but it is
something we all share. It pulls things down through the air. The important thing
about gravity is that
it is always there.
Margaret Wise Brown

26. Elaborate: Teacher Roles
Uses previously learned information as a vehicle to enhance additional learning
Encourages the students to apply or extend the concepts and skills in new situations
Encourages students to use new terms and definitions
Acts as a consultant

27. 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

28. Elaborate: Student Roles
Applies new terms and definitions
Uses previous information to probe, ask questions, propose solutions, make decisions, and design experiments
Draws reasonable conclusions from evidence
Records observations and explanations

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

30. Evaluate
Activity which allows the teacher to assess student performance and/or understandings of concepts, skills, processes, an applications.
Student is demonstrating evidence of understanding.

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

32. Evaluate Activities Activities scored using a rubric
Performance assessment
Produce a product
Journal entries
Portfolio entries

33. Evaluate: Student Roles
Answers open-ended questions by using observations, evidence, and previously accepted explanations
Demonstrates an understanding or knowledge of the concept or skill
Evaluates his or her own progress and knowledge
Provides reasonable responses and explanations to events or phenomena
What connections can you make between …?

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

35. What you may not know about this lesson?
Puff Cup
Cards
Car Incline plane
Cars collide
Clips with rubber bands
Eraser with sand paper
Eraser with wax paper
Handouts

36. The Good the Bad and the Ugly
IFD
Lesson
Professional judgement-Efficient
Pacing
Jig sawing
Bell ringers
Small group instruction
Sponge activities

37. 5E Overview
Generate a Frayer with blank paper

38. 5E and Campus Administrators
How will 5E instruction look in walkthroughs?
PDAS connections
How can the 5E model support what you do as campus leaders?
How can you support your campus?

39. 5E and Teachers What are the benefits to teachers?
Will this instructional model be an easy fit for every teacher?
What are questions teachers have about the 5E lessons?
How can administrators help support classroom instruction?

40. Informing Parents about the 5E
What questions do parents have about the 5E?
How can you inform parents about the 5E instructional model?

41. Reviewing Today’s Goals
– Know the parts of the 5E Lesson Cycle.
– Experience a 5E lesson with special emphasis on the essence of each E.
– Become familiar with components of 5E Instructional Model from the views of a teacher and student.