1. 5E Learning cycle – with sample lesson

12. Using the 5E learning cycle
The lesson plan components
Engage
Explore
Explain
Extend
Evaluate
It appears to be linearly ordered, but loops are often desired or required.

13. Engage
The instructor initiates this phase by asking well‑chosen questions, by a problem to be solved, or by showing something intriguing.
The instructor “engages” the student.

14. Step 1: Engage Activity should: focus attention stimulate thinking
generate interest
access/build prior knowledge
frame the setting for learning
Provide teachers with a copy of an existing lesson (8th grade example). While reviewing each E have teachers note which area of the lesson would be designated as which E. Have teachers note adjustments that would be required to make this lesson a 5E lesson.

15. Explore
The exploration phase provides the opportunity for students to become directly involved with the key concepts of the lesson through guided exploration that requires them to probe, inquire, and question.

16. Exploration
Activities where students are given time to think, plan, manipulate, investigate, and organize collected information.

17. Step 2: Explore Allows time for students to: experience
think & reflect
probe & inquire
collect information & question
test & make decisions
establish relationships & understandings
make connections
Continued…Provide teachers with a copy of an existing lesson (8th grade example). While reviewing each E have teachers note which area of the lesson would be designated as which E. Have teachers note adjustments that would be required to make this lesson a 5E lesson.

18. Explain
The instructor, acting as teacher and facilitator, gives further explanation, making mathematically precise the notions involved.
The instructor add additional meanings or information, or correct terminology.

19. Step 3: Explain Allows students to: analyze thinking
communicate new understanding
reflect and clarify
modify new understandings
Continued…Provide teachers with a copy of an existing lesson (8th grade example). While reviewing each E have teachers note which area of the lesson would be designated as which E. Have teachers note adjustments that would be required to make this lesson a 5E lesson.

20. Explanation
Activities where students are involved in an analysis of their exploration. Their understanding is clarified and modified through personal reflective activities or teacher direction.

21. Extend Students expand and extend what they have learned.
The instructor expands and extends the basic ideas to related and perhaps more challenging problems.

22. Step 4: Elaborate Allows students to:
expands and solidifies student thinking
applies thinking to a real-world situation
constructs, communicates, deepens new understanding
Continued…Provide teachers with a copy of an existing lesson (8th grade example). While reviewing each E have teachers note which area of the lesson would be designated as which E. Have teachers note adjustments that would be required to make this lesson a 5E lesson.

23. Elaboration
Activities that provide opportunities to expand and solidify understanding of the concept and/or apply it to a real world situation.

24. Evaluate
Evaluation is ongoing, and by this time the instructor should know how the students have learned.
Traditional forms of assessment are administered.

25. Step 5: Evaluate
Activity which allows the teacher to assess student performance and/or understandings of concepts, skills, processes, and applications
Activity which allows student to demonstrate evidence of understanding
Not necessarily a grade.
Continued…Provide teachers with a copy of an existing lesson (8th grade example). While reviewing each E have teachers note which area of the lesson would be designated as which E. Have teachers note adjustments that would be required to make this lesson a 5E lesson.

26. Using the 5E learning cycle
In “techno-babble” it is a recursive cycle of distinctive cognitive stages of the tripod of expository, problem solving, and experiential learning.
Lessons can take several days or weeks to complete.

27. 5E – The Theory
A novice learner has loosely integrated knowledge maps.
A advanced learner or expert possesses tightly integrated knowledge maps.
The more loops a learner makes through the recursive cycle of expository, problem solving, and experiential learning, the tighter is the knowledge map and the greater is the chance for ascending the ladder of understanding.

28. 5E – What is it?
An organizational tool – like tab dividers in a binder – to involve students in the learning process
A teaching cycle based on the interactive exploration of a concept
A procedure that layers knowledge, partly discovered by students, and partly amplified by teachers.

29. 5E – What is it?
Students build on former concepts in order to place the new ideas into their working framework of knowledge
A learning cycle that supports the building or accumulation of knowledge based on previously learned concepts.

30. Example

31. 5E – Learning Cycle – Lesson Plan Sample “What is an Angle
5E – Learning Cycle – Lesson Plan Sample “What is an Angle?” Understanding and measuring
…adapted from “Making connections with Measurement: Grade 6” ESC IV, Houston, TX, 2005

32. What is an Angle? - Engage
Begin with the angles worksheet
Distribute patty paper
Prompt students to identify larger or smaller of the angle pairs
Trace the larger angle on patty paper and compare

34. What is an Angle? - Engage
Questions:
How did you determine the larger angle?
What makes an angle larger?
How do the rays help your determination
Does the length of the rays impact your determination?
Expect varied answers.

35. What is an Angle? - Explore
Distribute unit angles (45o and 30o) transparencies.
Distribute Activity Worksheets (45o and 30o)
Ask students to measure the angles in terms of multiples of the unit angles, wrt each unit and worksheet

36. Activity Worksheet for 45o

37. Unit angles (45o and 30o)

38. Typical Questions - Explore
What do you notice about the number of 45o , resp. 30o, required to measure each angle.
How do the numbers of units compare for each pair (A,B; A,C; A,D; B,C; etc)?
Which angles are twice another angle?

39. What is an Angle? - Explore
Distribute unit angles (10o and 5o) transparencies.
Distribute Activity Worksheets (10o and 5o)
Ask students to measure the angles in terms of multiples of the unit angles, wrt each unit and worksheet
Ask similar questions to previously.

40. What is an Angle? - Explore
Distribute protractors
You may also wish to use 45o , resp. 30o, unit protractors – if time permits.
Distribute master activity sheet with assorted angles. (not just unit angles and multiples)
Ask similar questions to previously.
Ask students to construct angles of various sizes.

42. What is an Angle? – Explain
Can the protractor substitute for all the unit angles? Why?
Can the protractor measure angle we have seen?
Can the protractor measure every angle? Why or why not?
Explain/explore multiples of unit angles.

43. What is an Angle? – Extend
Distribute the Many Angles worksheet.
Ask students to find angles that meet various conditions.
Angle less than 10o? Less than 25o? Etc
Pairs of angles complementary? Supplementary?
Which angles are greater than 60o? 180o?

44. Many Angles Worksheet

45. What is an Angle? – Evaluate
Ask students to construct angles of various sizes.
Ask students to measure select angles.
Ask students to determine all acute (obtuse) angles within a collection.

46. Vocabulary Angle Unit Angle Protractor Acute angle Obtuse angle
Complementary angles
Supplementary angles