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Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
Improving instructional design via 5E model
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Improving instructional design via 5E model

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  • 1. Improving Instructional Design via 5E Model Jennifer Miler PhD Learning Technology Student University of North Texas
  • 2. Integration New Student Centered InformationConstructivist LearningTheory and 5E Model
  • 3. Activities promoting students toTHINK like a scientist.
  • 4. Working Evaluation Model ofStudent Understanding
  • 5. “Assessment is a process of determining "what is." “Evaluation uses information based on the credible evidence generated through assessment to make judgments of relative value.”Gardiner, L. F. (n.d.). The National Academy for Academic Leadership: Assessment and evaluation in highereducation: Some concepts and principles. The National Academy for Academic Leadership. Retrieved fromhttp://www.thenationalacademy.org/readings/assessandeval.html
  • 6.  Designed to tap into “prior knowledge”Engage
  • 7. Learning Technology ENGAGES
  • 8.  Student Interaction Research: Critical activities to explore variety of perspectives (Media Literacy) Defend a Perspective Debate or Discourse is encouragedExplore
  • 9. Learning Technologies Promote 21stCentury Research and Collaboration
  • 10.  Interactive Discussion Introduce Scientific Language Analog Vs. Target Concept QuestioningExplain
  • 11. Learning Technologies FosterExplanation
  • 12.  Give students the freedom to apply their knowledge to give meaning. Develops creators, innovators, and entrepreneurs.Elaborate
  • 13. Learning Technologies FosteringCREATORS.
  • 14.  Knowing which tools to use and feeling overwhelmed ◦ Solution: Instructional coaching Time ◦ Solution: Start class with engagement  Why do I need to know this?  Asking challenging questions ◦ Solution: allow for at least some Exploration before ExplanationInstructional Dilemmas with 5E
  • 15.  Students can’t apply knowledge on exam ◦ Solution: Build exercises that require students to practice Elaboration and apply concepts to new situations Evaluation shows lack of understanding, too late to correct and change anything ◦ Solution: Collect form of evaluation evidence every class period. ◦ Reminder evaluation is not assessment.Instructional Dilemmas with 5E
  • 16.  Meaningful use and hands on approaches using technology needed. More research needed in this area. Recent studies show uses of mobile technologies in an outdoor environment following 5E to guide and motivate students effective. Natural-Science, outdoor, inquire-based learning facilitated with handheld device lends itself to 5EEffects of Mobile Learning and 5ELearning Cycle
  • 17.  Best practice scenarios Procedures for using 5E with learning technologies Development of meaningful tasks or applications Roles of teacher/students using learning technologies and 5E instructional modelFurther Research Needed
  • 18. In times of change, it is the learners that will inherit the earthwhile the learned will find themselves beautifully equipped for aworld that no longer exists. Eric Hoffer
  • 19. Orgill, M., & Thomas, M. (2007). Analogies and the 5E model. SCIENCE TEACHER-WASHINGTON-. Retrieved from http://www.nsta.org/store/product_detail.aspx?id=10.250 5/4/tst07_074_01_40Tanner, K. D. (2010). Approaches to Biology Teaching and Learning Order Matters  Using the 5E Model to Align : Teaching with How People Learn, 9, 159–164. doi:10.1187/cbe.10Liu, T., Peng, H., Wu, W., & Lin, M. (2009). The effects of mobile natural-science learning based on the 5E learning cycle: a case study. Educational Technology & Society, 12, 344–358. Retrieved from http://www.ifets.info/download_pdf.php?j_id=45&a_id=10 06Works Cited

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