This document provides an overview of the 5-E Model of Instruction, which is an instructional model for lesson planning. It consists of 5 phases - Engage, Explore, Explain, Elaborate/Extend, and Evaluate. The 5-E Model was developed in the late 1980s based on constructivist learning theories to actively involve students in the learning process. It is most effective for new concepts that are difficult to master when teachers have time for the engagement and exploration phases. The purpose of each phase is to spark student interest, allow them to discover concepts themselves, understand new information, apply their knowledge, and demonstrate their understanding.
Workshop 1 (Introductions): Course design, active & e-learningJamie Wood
Presentation from first workshop of the New Techniques and Technologies for Text-Based Disciplines coaching programme at the University of Mainz (https://coachingmainz.wikispaces.com/Homepage), 26th February 2014.
Workshop 1 (Introductions): Course design, active & e-learningJamie Wood
Presentation from first workshop of the New Techniques and Technologies for Text-Based Disciplines coaching programme at the University of Mainz (https://coachingmainz.wikispaces.com/Homepage), 26th February 2014.
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
Mathematics is always perceived as a difficult subject. How do teachers change the negative perception? This presentation which I presented to the staff of School of Mathematical Sciences, Universiti Sains Malaysia, shares some ideas on how to make learning Math meaningful and interesting.
Many colleges aim to develop students into lifelong learners. This presentation focuses on techniques which foster learning independence. Objectives covered include: learning objectives conducive to independent learning, verbal and non-verbal strategies for building rapport (using rapport to raise student expectations), communication strategies for raising learning independence, building learning confidence, and tutoring strategies for developing learning independence.
This presentation also covers assessments for tracking progression towards learning independence. Rubrics provided include specific behaviors that correlate to varying levels of learning independence, including behaviors that indicate high levels of learning independence – signs a student is prepared to become a lifelong learner.
Wheeler, B. (2016). Team-Based Learning (TBL) Classrooms: Catalyzing Student-Centered Teaching and Learning (SCTL). Presentation at UMass Amherst College of Engineering student development workshop series.
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
Mathematics is always perceived as a difficult subject. How do teachers change the negative perception? This presentation which I presented to the staff of School of Mathematical Sciences, Universiti Sains Malaysia, shares some ideas on how to make learning Math meaningful and interesting.
Many colleges aim to develop students into lifelong learners. This presentation focuses on techniques which foster learning independence. Objectives covered include: learning objectives conducive to independent learning, verbal and non-verbal strategies for building rapport (using rapport to raise student expectations), communication strategies for raising learning independence, building learning confidence, and tutoring strategies for developing learning independence.
This presentation also covers assessments for tracking progression towards learning independence. Rubrics provided include specific behaviors that correlate to varying levels of learning independence, including behaviors that indicate high levels of learning independence – signs a student is prepared to become a lifelong learner.
Wheeler, B. (2016). Team-Based Learning (TBL) Classrooms: Catalyzing Student-Centered Teaching and Learning (SCTL). Presentation at UMass Amherst College of Engineering student development workshop series.
This is the 3rd in a series of 15 webinar modules reference material for Pedagogical Conten Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines.
Become a leading learner. Connected learning: A Smart framework for educatorsJune Wall
As we move forward with the use of a range of technologies and pedagogies to meet rapidly expanding future needs, teachers are deluged with expectations of becoming a future oriented teacher to meet the future learning needs of our students. There are numerous frameworks to use when planning curriculum activities and the challenge is to decide which one best fits a given set of needs. Frameworks need to provide guidance and structure while still enabling flexibility. Connected learning, design thinking and digital literacy are principles, methodologies and literacies that must be incorporated into everyday teaching if future learning needs are to be met.
During the webinar, participants will explore some frameworks and discover one framework for learning developed by the presenter.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
Grade your college-readiness initiatives using CRA college readiness assessmentJeffrey Miller
In this session, learn how Grand Prairie ISD used the CRA process to evaluate the strengths and weaknesses of its high school college-readiness programs in five key areas.The presenters share how they were able to use the proven strategies and resources in the CRA follow-up report to guide the development of district- wide and campus action plans.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Intended Learning for TodayIntended Learning for Today
• Recognize the need for a
5-E Model of Instruction
• Deepen our
understanding of the
components of the 5-E
Model of Instruction
• Deepen our
understanding of the use
of the 5-E Model of
Instruction
3. ActivityActivity 11
Quick Write:Quick Write: Thinking about learningThinking about learning
What have you noticed
about how students learn
on your campus?
4. What Does Research Say?What Does Research Say?
• Aptitude does not determine how
much students learn. Sustained
and directed effort can yield high
achievement for all students.
(Lauren Resnick)
• Work that is carried out
collaboratively for a common
objective and the discourse that
accompanies the process
contribute to the highest level of
academic achievement (Crede,
1997)
• Give the pupils something to do,
not something to learn; and the
doing is of such a nature as to
demand thinking; learning
naturally results (John Dewey)
5. • A novice learner has loosely
integrated knowledge maps.
• An 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.
What Does Research Say?What Does Research Say?
6. Why the 5-E Model ofWhy the 5-E Model of
Instruction?Instruction?
• The 5-E Model helps students develop
their own frames of thought
• The 5-E Model incorporates collaboration
and cooperative groups
• The 5-E Model makes the teacher a
facilitator of learning
7. Why the 5-E Model ofWhy the 5-E Model of
Instruction?Instruction?
• The 5-E Model makes students more
responsible for their own learning
• The 5-E Model enables the teacher to
reach more learners than direct teach
strategies
• The 5-E Model promotes greater retention
of material
8. The 5E Model of
Instruction
• What is it?
• Where did it come
from?
• Who should use it?
• When is it most
effective?
• When should it not be
used?
10. 5-E Model
What is it?
• An organizational tool that actively
involves students in the learning process
• A teaching cycle based on the interactive
exploration of a concept
• A procedure that layers knowledge
discovered by students with knowledge
amplified by teachers
11. 5-E Model
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.
13. 5-E Model5-E Model
Where did it come from?Where did it come from?
• The 5E Model was based on the
philosophy of John Dewey
• 5E Model was based on SCIS Model of
Instruction by Atkins and Karplus in 1967
• 5E learning cycle was developed by
Biological Sciences Curriculum Study
(BSCS) in 1989.
15. 5-E Model5-E Model
Who should use it?Who should use it?
• Teachers new to a subject – as an
organizational tool.
• Teachers needing a programmed channel
to their students.
• Teachers wishing to give lessons as fully
packaged presentations.
17. 5-E Model5-E Model
When is it most effective?When is it most effective?
• For new concepts that are difficult to
master.
• When the teacher has the resources and
time to allow the engage and exploratory
phases.
21. ActivityActivity 22
Quick Write:Quick Write: What is the purpose?What is the purpose?
What would you say is the
purpose for each
component of the 5-E
Model of instruction?
22. Engage
Purpose: to peak
student interest and
get them personally
involved in the lesson
• Access prior knowledge
• Generates curiosity
• Gets students to ask the WHY
questions
• Motivates students to learn
• Gets students attention
23. Explore
Purpose: to get students
involved in the topic;
providing them with a
chance to find the solution
for themselves
• Students work together
• Students must make their own
decisions
• Students generate questions and
ideas while within the situation or
problem.
24. Explain
Purpose: students are
given a chance to take
what they have learned so
far and figure out what it
means.
• Students are asked to explain
their experiences
• Class discussion is held
• More questions are generated
• New definitions are explored
25. Extend/Elaborate
Purpose: to allow
students to use their new
knowledge and continue to
explore its implications
• Students apply knowledge to other
situations
• Students consider the effects of
their knowledge
• Students apply to their own world
• Students relate to other concepts
26. Evaluate
Purpose: The student
demonstrate understanding of
the new concept by observation
or open-ended response
• Self-assessment
• Teacher observation
• Ability to apply to other topics
• Performance Assessment
• Portfolio
• Rubrics
27. ActivityActivity 33
5-E Lesson Plan Puzzle5-E Lesson Plan Puzzle
Take the lesson topic and
develop the assigned 5-E
component activity.
28. ActivityActivity 44
5-E Lesson Plan Rubric5-E Lesson Plan Rubric
Use the 5-E lesson rubric to
evaluate the series of
lessons you have
assembled.
Be prepared to report out.
Looking deeply at our practice helps us to understand how we enact our beliefs.
1. A clear, high, minimum set of standards that every student is expected to meet is established in each subject.
2. All students are taught a curriculum that prepares them to meet the standards.
3. Additional instruction and learning time is provided for students who need it in order to meet the standards.
Tutoring or specialized small group instruction is available for children who are beginning to fall behind the average learning level of the class.
Title I funds are used to provide after-school and weekend classes, not for "pullout" instruction during school time. Some special education funds are also used this way.
Staff assignments are organized so that maximum time of all adults in the school is used for group or individual instruction.
Arrangements are made with other agencies in the community (e.g., community centers, scouts, 4-H, after- school day-care operators) to provide tutoring and other learning support activities that are linked to the curriculum students are studying in school.
Community funding sources for weekend and summer school programs are tapped.
Volunteer tutors (including older students) are used, and are organized and trained for their tutoring work.
Parents and families understand why extra study time is needed and support the program.
Homework includes practical suggestions for family activities that will support student learning.
4. When there are special learning opportunities, a willingness to do the work is the primary admission criterion.
5. Students are responsible for completing academic work that has been specified and negotiated.
6. There are specified bodies of work (e.g., reading a certain number of books, writing a research paper, performing school service) that students must accomplish by the end of key stages of schooling.
Looking deeply at our practice helps us to understand how we enact our beliefs.
Looking deeply at our practice helps us to understand how we enact our beliefs.
Looking deeply at our practice helps us to understand how we enact our beliefs.