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  • 7/28/2019 The 5 E

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    The 5 E's Approach Edit 0 3

    An Overview In 1989 the Biological Science Curriculum Study (BSCS) group developed the 5E Model of instruction.The 5E cycle 1) focuses on major misconceptions, 2) begins with an engage phase that requiresactive participation by students, 3) moves to additional phases that develop and expand theinformation and ideas, 4) but with much of the articulation done by the students, and 5) ends with anevaluate phase that emphasizes student synthesis and/or application, plus self -assessment, morethan grade reports.

    Understanding the Approach

    Engage: - initiate learning- introduce major ideas in problems- make connections between past and present learning- focus on learning outcomes of upcoming activities- motivateExplore: - provide opportunities for students to test ideas against experiences- compare ideas vs. ideas of peers and teachers- actively explore environment and manipulate materialsExplain: - students can develop explanations- introduce formal langauge, scientific terms and content information to describe earlier experiencesElaborate: - applies/extends students to develop concepts in a new way

    - students develop a deeper and broader understandingEvaluate: - encourage students to assess their understanding as they apply what they know to solve problems

    Asessment & Strategies

    Engage: - teachers identify students' incoming science ideas and misconceptions- determine what students need to explore~ kwl chart, concept maps, card sorting, interviews, science notebooks, observation, memoir,brainstormingExplore: - observe how students are progressing in their conceptual understanding- watch what students do not understand - instrucion intervention- understand what needs to be explained in the next phase~ science notebook, charts, think;pair;share, concept cartoon, demo memoExplain: - students demonstrate current understandings- teachers see what ideas need further instruction- what elaboration will help scaffold students~ exit slip, make models, kwl chart, label drawing, paragraphs, letters, discrepant eventElaborate: - students ability to transfer understandings to new contexts

    - teachers see how students use formal wording- determine what is important to evaluate~ application, puzzler, debate, data table, team report, thought experimentEvaluate: - teachers determine what students learned- students become metacognitive about learning- reflections for the next 5E unit~ poster, presentation, reflection, self-evaluation, concept map, essay, constructed response

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