5E model lesson plan.pdf
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This is a sample lesson plan of a topic-Metal and Non Metals of class X Science written in the 5 E Model Lesson Plan by Dr. Vikramjit Singh.
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The 5E model is an instructional model for constructivism developed by the Biological Science Curriculum Study. It consists of five stages for teaching and learning: Engage, Explore, Explain, Elaborate, and Evaluate. The Engage stage piques student interest and assesses prior knowledge. The Explore stage allows students to build understanding through involvement in the topic. The Explain stage communicates what students have learned and what it means. The Elaborate stage extends student knowledge through continued exploration. The Evaluate stage determines student and teacher understanding of learning that has taken place.
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1. The spiral approach organizes curriculum in an ascending manner, building on prior knowledge gradually over time.
2. The concentric plan spreads topics over multiple years, with each year building on the previous years' knowledge and filling in gaps.
3. The type study approach classifies content into representative types that increase in complexity.
4. The historical approach emphasizes the evolution of science through important discoveries and figures.
5. Nature study and nature rambling focus on students directly observing and experiencing the natural world around them.
6. The topic method groups lessons into interesting topics relevant to students' lives and environments across different science disciplines.
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Qualities of science Teacher
A teacher should have love for his profession. He should be seriously and sincerely committed to his duties and work. As such be must be on the path of excellence both for his own personal achievements and that of his pupils.
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The 5E model is an instructional model for constructivism developed by the Biological Science Curriculum Study. It consists of five stages for teaching and learning: Engage, Explore, Explain, Elaborate, and Evaluate. The Engage stage piques student interest and assesses prior knowledge. The Explore stage allows students to build understanding through involvement in the topic. The Explain stage communicates what students have learned and what it means. The Elaborate stage extends student knowledge through continued exploration. The Evaluate stage determines student and teacher understanding of learning that has taken place.
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Mathematics provides many valuable outcomes from learning. It has practical value for daily tasks like purchases, intellectual value by developing problem solving skills, and social value through encouraging cooperation. Mathematics also correlates with many other areas. It relates to other subjects like science, connects different math topics, and applies to various aspects of life from nature to technology. Overall, mathematics underlies much of our world and has wide-ranging benefits and interconnections.
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26 basic films and 27 teacher training films.
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project. In CBA theory precedes practical work, ie, it is deductive in approach.
Important texts are Chemical system and investigating Chemical system. The concept of
bonding forms the central theme in C.B.A. The whole course is planned in such a
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Assessment of learning
The document discusses various types and purposes of assessment in education. It describes traditional assessment as occurring at the end of a unit and involving individual testing on knowledge through tools like multiple choice questions. Constructivist assessment focuses on the learning process and is formative, aiming to improve student learning through discussion and questioning. The document outlines the roles of teachers in traditional versus constructivist classrooms. It also discusses dimensions of learning, including attitudes, acquiring knowledge, extending knowledge, using knowledge meaningfully, and developing thinking habits. Different types of assessment are described, such as for learning, of learning, and as learning. The relative merits and demerits of assessment for and of learning are compared.
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Action research refers to a variety of methods designed by educators to diagnose and address problems in organizational, academic, or instructional areas quickly and efficiently. It focuses on real, practical problems in local contexts. The key objectives of action research include improving infrastructure and raising student and teacher performance. Action research is collaborative, reflective, and leads to positive changes in practice. The typical steps involve identifying a problem, analyzing and defining it, diagnosing causes, formulating a hypothesis, testing it, and evaluating results to determine if the goal was achieved.
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The document describes the inquiry method of education. It discusses that the inquiry method is student-centered and focuses on asking questions to drive learning. It outlines three phases of inquiry-based learning: interaction, clarification, and questioning. For each phase, it provides details on the activities and tone. It also discusses the merits, including that it allows students to learn independently and creatively. The demerits are that it is time-consuming, requires a creative teacher, and not all students may benefit equally.
5 e's model lesson plan
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
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The 5 E's is an instructional model based on constructivism that has 5 phases - Engage, Explore, Explain, Elaborate, and Evaluate. Each phase builds on the last with students first connecting new ideas to past knowledge, then exploring concepts through hands-on activities, explaining their understanding, expanding their knowledge by applying it to new examples, and finally evaluating their own learning. The model is intended to help students actively construct understanding rather than passively receive information from the teacher.
discovery method of teaching
Discovery learning is an inquiry-based learning approach introduced by Bruner that encourages active learning. Students build new knowledge by identifying principles themselves through exploration, invention, and problem solving with teacher guidance. There are two forms: free discovery where students explore freely, and guided discovery where teachers provide examples and information to help students make correct decisions and uncover concepts. Guided discovery involves exploration, invention where students find meaning with teacher help, and discovery where students state new concepts.
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The document outlines 10 teaching competencies identified by NCTE for student teachers, including contextual, conceptual, content, transactional, educational activities, developing teaching materials, evaluation, management, working with parents, and working with the community. It then provides details on developing each competency area, such as ensuring parents accept the importance of education, having strong content knowledge, using effective instructional strategies, organizing educational activities, creating teaching materials, continuously evaluating students, managing the classroom, gaining parent cooperation, and working with the community. The conclusion states developing these competencies will help student teachers become professionally competent and improve education quality.
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This document outlines a concept attainment model lesson plan about quadrilaterals. The lesson involves presenting students with positive and negative examples of quadrilaterals and having them identify the defining attributes. Students compare examples, hypothesize about the concept, and generalize that a quadrilateral is a closed four-sided figure. The teacher confirms the concept is a quadrilateral and restates the definition. Students then analyze additional examples to identify further properties of quadrilaterals.
Lecture,discussion, inductive and deductive
This document discusses different teaching methods, focusing on lectures and discussions. It defines what a teaching method is and provides details on lectures, including types of lectures (formal, expository, provocative) and how to plan and present a lecture. Discussions are described as a method to involve students in sharing ideas and experiences. The document compares the advantages and disadvantages of lectures and discussions as teaching techniques.
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The document discusses various teaching approaches and strategies for science. It begins by defining science as a process of logical thinking and testing hypotheses, rather than just memorizing facts. It then outlines three components of science education: knowledge, process skills, and attitudes. Various teaching strategies are presented, including discovery learning, inquiry-based learning using the 5E model, and using discrepant events. The document also discusses characteristics of learners, reflective teaching approaches, and integrative teaching.
Professional growth of science teacher
The document discusses the need for professional growth among science teachers and identifies several avenues to achieve it, including updating knowledge of latest evaluation strategies, developing scientific attitude and values, learning new teaching methods and technologies, and gaining skills for student projects and career guidance. The professional growth is needed to keep teachers updated in their field and better able to guide students.
Types of test items
It discuss about what is test and types of test items. Types of items - 1. Objective types a) A) True – false items (Alternate response type B) b) Multiple choice Test Items (Changing Alternative type) C) c) Matching Type Test Item D) d) Simple Recall Type Test Items E) e) Completion Type Test Item 2) Short answer 3) Details answer. It also discuss about advantages and disadvantages of objective type, short answer and details answer.
Values of learning mathematics & correlation of mathematics
Mathematics provides many valuable outcomes from learning. It has practical value for daily tasks like purchases, intellectual value by developing problem solving skills, and social value through encouraging cooperation. Mathematics also correlates with many other areas. It relates to other subjects like science, connects different math topics, and applies to various aspects of life from nature to technology. Overall, mathematics underlies much of our world and has wide-ranging benefits and interconnections.
CHEM Study and CBA : Salient features, merits and demerits
CHEM study.
Chem study originated in 1960 at United States J.A Campbell was the project Director.
Chem Study employs inductive approach in which practical work precedes theory. The
main objectives of the course are
1) To diminish the separation between Scientist and teachers in the understanding of
Science.
2) To stimulate and prepare those high school students who planned to continue the
study of Chemistry in College in preparation for a professional career.
The materials produced under this project consists of a text, laboratory manual ,
teachers guide, two self instruction programmes two series of achievement tests,
26 basic films and 27 teacher training films.
Chemical Bond Approach (CBA)
CBA course was originated in 1959. Lawrence Strong was the founder of this
project. In CBA theory precedes practical work, ie, it is deductive in approach.
Important texts are Chemical system and investigating Chemical system. The concept of
bonding forms the central theme in C.B.A. The whole course is planned in such a
manner that experiments suggest the ideas to be tested and ideas to be tested suggest the
experiments to be setup.
Action Research
Ms. Wong, a third grade teacher, wants to address a disruptive student's behavior through action research. She plans to use a single-subject A-B-A-B design to study the effects of time-out on the student's disruptions. First, she will establish a baseline by observing the student's behavior for several days. Then she will introduce time-out periods for a few days to see if it decreases disruptions. She will repeat the cycle, ideally finding that time-out reduces the problematic behavior so it is no longer needed. The main challenge will be observing the student during time-out while still teaching other students.
Science club
This document discusses science clubs, including their objectives, types, organization, and activities. It notes that science clubs aim to develop students' interest in science through hands-on learning and activities like science fairs, field trips, and discussions. They allow students to explore different areas of science and supplement classroom learning. The document outlines how science clubs should be organized, including having a teacher sponsor and student leadership roles, and the various activities they can involve, such as debates, exhibitions, and celebrating important scientists.
Uses of Evaluation in Education
Evaluation is used for various purposes including placement, promotion, grouping, diagnosis, remediation, instruction, administration, guidance, development, and research. Specifically, evaluation helps determine student placement in classes, decide whether students will be promoted to the next grade or class, group students according to ability and needs, diagnose student weaknesses, identify remedial actions, improve instructional methods, inform administrative decisions, provide guidance to students, facilitate student and program development, and generate data for educational research.
Qualities of good science teacher
The document outlines several key qualities of a good science teacher:
1. They are sincerely committed to their profession and inspire excellence in both their own work and their students'.
2. They are studious, constantly learning to stay up to date in their field, and avid readers across many sources of knowledge.
3. They are able to clearly communicate ideas through organized blackboard work and explain concepts with ease.
4. They treat all students impartially without bias and create a cooperative learning environment.
5. They demonstrate leadership through discipline and inspiration, channeling student energy towards constructive goals.
construction and administration of unit test in science subject
Unit tests are used to evaluate student learning and assess what students have learned after completing a lesson or unit. They help identify student strengths and weaknesses, measure teaching effectiveness, and provide statistics to institutions. There are two main types of unit tests: teacher-made tests developed by individual instructors, and standardized tests that are administered uniformly. When planning a unit test, teachers should ensure it assesses the key concepts and skills covered in the unit in a way that evaluates both student knowledge and their ability to apply what they've learned.
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