dr rohani-pembentangan 5-e instructional model

8/14/2019 Dr Rohani-Pembentangan 5-E Instructional Model

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The 5 E InstructionalThe 5 E Instructional

ModelModel

A Framework forA Framework forInquiry-BasedInquiry-Based

InstructionInstruction

Rohani bt. Abdul HamidRohani bt. Abdul Hamid

(PhD)(PhD)


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IntroductionIntroduction

According to Colburn (2006),According to Colburn (2006), thethe

Science of teachingScience of teaching lies in organizinglies in organizing

the content, lectures and so on,the content, lectures and so on,

whereaswhereas the artthe art lies in conveying,lies in conveying,

presenting, transmitting andpresenting, transmitting andtransferring it to the students.transferring it to the students.


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the principal duty of a teacher

is imparting information of thesubject materialconsists of

the factual knowledge andapplication of this knowledge.

(Rajender Gupta; Rao and Reddy,09).


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A successful teacherA successful teacher

Uses interactive teachingUses interactive teaching

Include discussions,inquiry,Include discussions,inquiry,posing interesting questions,posing interesting questions,

group work, humour and sogroup work, humour and soforth.forth.


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Many science teachers are notMany science teachers are not

willing to adopt inquiry method inwilling to adopt inquiry method in

their teachingtheir teachingIt is possible that many teachers have notIt is possible that many teachers have notbeen exposed to inquiry teaching modelsbeen exposed to inquiry teaching models

they are lack of skills and strategiesthey are lack of skills and strategiesinquiry teaching models are difficult toinquiry teaching models are difficult to

manage, lack of equipment and materialsmanage, lack of equipment and materials

teachers expressed their concern thatteachers expressed their concern thatinquiry does not work for some studentsinquiry does not work for some students

especially the lower ability studentsespecially the lower ability students


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Engage

Explore

ExplainElaborate

Evaluate

5 EsScienceLesson


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EngageEngage

Activity which willActivity which will

focus studentsfocus students

attention, stimulateattention, stimulate

their thinking, andtheir thinking, andaccess prioraccess prior

knowledge.knowledge.

DemonstrationDemonstration

ReadingReading

Free WriteFree Write

Analyze a GraphicAnalyze a Graphic

OrganizerOrganizer

KWLKWL

BrainstormingBrainstormingStudent asks questions such as,Student asks questions such as,Why did this happen?Why did this happen?What do I already know aboutWhat do I already know about

this?this?

What have I found out about this?What have I found out about this?

Shows interest in the topic.Shows interest in the topic.


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ExploreExplore

Activity which givesActivity which gives

students time to thinkstudents time to think

andand

investigate/test/makeinvestigate/test/makedecisions/problemdecisions/problem

solve, and collectsolve, and collect

information.information.

Perform anPerform an

InvestigationInvestigation

Read AuthenticRead Authentic

Resources to CollectResources to CollectInformationInformation

Solve a ProblemSolve a Problem

Construct a ModelConstruct a Model


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ExplainExplain

Activity which allowsActivity which allows

students to analyzestudents to analyze

their exploration.their exploration.

StudentsStudentsunderstanding isunderstanding is

clarified and modifiedclarified and modified

through a reflectivethrough a reflective

activity.activity.

Student Analysis &Student Analysis &

ExplanationExplanation

Supporting Ideas withSupporting Ideas with

EvidenceEvidence

Structured QuestioningStructured Questioning

Reading and DiscussionReading and Discussion

Teacher ExplanationTeacher Explanation

Thinking Skill Activities:Thinking Skill Activities:compare, classify, errorcompare, classify, error

analysisanalysis


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ElaborateElaborate

Activity whichActivity which

expands and solidifiesexpands and solidifies

student thinkingstudent thinking

and/or applies it to aand/or applies it to areal-world situation.real-world situation.

Problem SolvingProblem Solving

Decision MakingDecision Making

Experimental InquiryExperimental Inquiry

Thinking SkillThinking Skill

Activities: compare,Activities: compare,

classify, applyclassify, apply


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EvaluateEvaluate

Activity which allowsActivity which allows

the teacher to assessthe teacher to assess

student performancestudent performance

and/orand/orunderstandings ofunderstandings of

concepts, skills,concepts, skills,

processes, andprocesses, and

applications.applications.

Any of the PreviousAny of the Previous

ActivitiesActivities

Develop a Scoring ToolDevelop a Scoring Tool

or Rubricor RubricPerformancePerformance

AssessmentAssessment

Produce a ProductProduce a Product

Journal EntryJournal Entry

PortfolioPortfolio


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Types of QuestionsTypes of QuestionsAttention Focusing:Attention Focusing: Have you seen? Do you notice?Have you seen? Do you notice?

Measuring & Counting:Measuring & Counting: How many? How long?How many? How long?

Comparison (for sharper observation):Comparison (for sharper observation): In how many waysIn how many waysare your seeds alike and how do they differ?are your seeds alike and how do they differ?

Action:Action: What happens if you place your pill bug in dampWhat happens if you place your pill bug in dampsand? you pinch the seed leaves off a young plant?sand? you pinch the seed leaves off a young plant?

Problem-posing (more sophisticated, follows exploration &Problem-posing (more sophisticated, follows exploration &understanding, not a good first question):understanding, not a good first question): Can you find aCan you find away to make your plant grow sideways? Can you separateway to make your plant grow sideways? Can you separatesalt from water? Can you make a sinking object float?salt from water? Can you make a sinking object float?


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Engage

Explore

ExplainElaborate

Evaluate

5 Es

Science Lesson

Attention-focusing questions

Measuring & Counting an

Comparison Questions

Action &Problem

-SolvingQuestions

Have youHave youseen?seen?Do you notice?Do you notice?

How many?How long?

In how

many ways

What happens if

an you find a way to


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Planning an inquiry lessonPlanning an inquiry lesson

using 5E Modelusing 5E Model

Learner Teacher

use prior knowledge poses problems

has an interest ask questions

experiences doubt reveals discrepancies

has a question (s) causes disequilibrium

identifies problems to solve, decisionsto be made, conflicts to be resolved

assess prior knowledge

Writes questions

Develops a need to know

Engage: learner has a need to know,therefore, defines questions, issues orproblems that relate to his/her world


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ExploreExplore : Learner gathers, organizes,: Learner gathers, organizes,

interprets, analyzes, evaluates datainterprets, analyzes, evaluates data

Learner Teacher

hypothesizes and predicts questions and probes

explore resources and materials models when needed

designs and plans makes opensuggestions

collects data provides resources

builds models provides feedback

seeks possibilities


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ExplainExplain : Learner clarifies understandings: Learner clarifies understandings

discovered, reaches conclusions ordiscovered, reaches conclusions or

generalizations and communicates ingeneralizations and communicates in

varying modes and forms.varying modes and forms.

Learner Teacher

clarifies understandings provides feedback

shares understandings for feedback asks questions, posesnew problems and issues

forms generalizations models or suggestspossible modes

reflects on plausibility offers alternative

explanations

seeks new explanations enhances or clarifiesexplanations

employs various modes forexplanation

evaluates explanations


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ExpandExpand : Learner applies these conclusions: Learner applies these conclusions

or generalizations to solve problems, makeor generalizations to solve problems, make

decisions, perform tasks, resolve conflicts ordecisions, perform tasks, resolve conflicts or

make meaning.make meaning.

Learner Teacher

applies new knowledge ask questions

solves problems provides feedback

makes decisions provides resources

resolves conflicts models whennecessary


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EvaluateEvaluate : Learner reflects on their own: Learner reflects on their own

work by using quality indicators, find outwork by using quality indicators, find out

their strength and identify what they wouldtheir strength and identify what they would

like to improve.like to improve.

Learner Teacher

self reflects and evaluates ask questions

plans and carries out newprojects

provides feedback

ask new questions provides resources

seeks further clarification evaluates

makes suggestions

provides clues andprompts


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An example of 5E Model LessAn example of 5E Model Less
http://f/Lesson%20Example-GC.docxhttp://f/Lesson%20Example-GC.docxhttp://f/Lesson%20Example-GC.docx


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