4 the 5e Instructional Model
Transcript of 4 the 5e Instructional Model
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The 5e Instructional
Model
A Constructivist Approach toEducation
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Constructivism
Constructivism is a philosophy aboutlearning that proposes learners needto build their own understanding of
new ideas.Source:http://iisme.5ecommunity.org/index.php?area_id=569
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Where does the theory comefrom?
Two of the mostprominentconstructivistresearchers are:
Jean Piaget(stages ofcognitivedevelopment)
HowardGardner(multipleintelligences)
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The 5es
Engage
Explore
ExplainExtend
Evaluate
The 5e model was originally proposed by the BSCS(Biological Science Curriculum Study)
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Phase #1: ENGAGE
Purpose: to peak studentinterest and get thempersonally involved in the
lessonAccess prior knowledge
Generates curiosity
Gets students to ask the WHYquestions
Motivates students to learn
Gets students attention
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Engage Example
Journal Prompt:Happiness is not the mere possession ofmoney; it lies in the joy of achievement.-President Franklin Delano Roosevelt .
(1) What is Roosevelt saying in his quote?(2) Do you agree with him? Why or why not?
(3) Is money necessary for happiness?
(4) What happens when a large group of people in a place are lackingthe money they need for survival? Explain your opinion through an
example.
(5) What should a government do if the people in their country do nothave the money they need for survival? What does the USgovernment do to help people lacking money for survival? Explain yourresponse in your own words.
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Engage continued Class discussion on journal responses
Students recall German reaction to the Treaty ofVersailles
Teacher asks: What can the German governmentdo to solve its problems?
Students generate discussion and conclude thegovernment should just print more money
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Phase #2: EXPLORE
Purpose: to get studentsinvolved in the topic;providing them with a chance
to find the solution forthemselvesStudents work together
Students must make their owndecisions
Students generate questions andideas while within the situation or
problem.
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Explore Example
Weimar RepublicSimulation
Students are placed
into family groupsassigned anoccupation
Family Occupation:WeeklySalary: Savings:
Factory Worker 3000 marks 1500 marks
Farmer 2500 marks 3000 marks
Store Clerk 2200 marks 1600 marks
Government Employee 3500 marks 2000 marks
Business Executive 5000 marks 4000 marks
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Explore Example continued
Students are thenasked to determinehow much of each of
the followingproducts their familywill need on a weeklybasis by completing
the chart.
Food Item: Amount Needed Each Week:
Bread (loaves)
Milk (gallons)
Cheese (pounds)
Meat (pounds)
Butter (pounds)
Eggs (dozen)
Potatoes (dozen)
Cookies (dozen)
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Week #1:
Item: Amount: Cost:
Bread per loaf 150
Milk per gallon 200
Cheese per pound 250
Meat per pound 225
Butter per pound 175Eggs per dozen 125
Potatoes per dozen 50
Cookies per dozen 200
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Week #2
Item: Amount: Cost:
Bread per loaf 350
Milk per gallon 400
Cheese per pound 400
Meat per pound 500
Butter per pound 400Eggs per dozen 325
Potatoes per dozen 250
Cookies per dozen 400
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Week #3:
Item: Amount: Cost:
Bread per loaf 750
Milk per gallon 800
Cheese per pound 800
Meat per pound 900
Butter per pound 850Eggs per dozen 750
Potatoes per dozen 650
Cookies per dozen 800
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Week #4:
Item: Amount: Cost:
Bread per loaf 1750
Milk per gallon 1800
Cheese per pound 1900
Meat per pound 1950
Butter per pound 1800Eggs per dozen 1550
Potatoes per dozen 1650
Cookies per dozen 1950
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Explore Example continued
The simulation then goes through a 4 weekperiod. Each week the prices of food changeaccording to the chart. Students quickly realizethat by week four they can no longer afford the
food they need to survive.
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Phase #3: EXPLAIN
Purpose: students aregiven a chance to takewhat they have learned so
far and figure out what itmeans.Students are asked to explaintheir experiences
Class discussion is held
More questions are generated
New definitions are explored
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Explain Example
Students reflect upon theirsimulation experience with theirfamilies:
What changes in grocery
purchases did your familymake over the four weekperiod?
How did these grocery
changes affect how you wereable to live your life?
What things might you do tochange the situation that your
family is in currently?
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Phase #4: EXTEND
Purpose: to allow students touse their new knowledge andcontinue to explore its
implicationsStudents apply knowledge to othersituations
Students consider the effects of theirknowledge
Students apply to their own world
Students relate to other concepts
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Extend Example
In their family groupsstudents debate thethree major political
parties of the 1932German election(democratic,communist, Nazi)
and conclude whichthey would vote forbased on theirexperiences thus far.
Pro-Weimar Republic:
Strengths: Weaknesses:
Communist Party:
Strengths: Weaknesses:
Nazi Party:
Strengths: Weaknesses:
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Extend Example continued
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Phase #5: EVALUATE
Purpose: both students and teachersdetermine how much learning andunderstanding has taken place.
Self-assessment
Teacher observation
Ability to apply to other topics
Performance Assessment
Portfolio
Rubrics
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Evaluate Example
Class Discussion: Why is voting ina democracy important?
Only 55% of eligible voters voted in theUS in 2004
How does that compare to with
Germany in 1932?
Personal written reflection:What is the power of the vote?
What effects can voter power have onthe state of the country?
Why do you think people choose not tovote in the United States today?
Should something be done about the
lack of voter participation? Why or why
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Evaluate Example continued
Students then compose a short speech onwhy people should or should not vote in ademocracy citing history as an example.
Why Vote Speech Rubric:
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Evaluate Example continued
Students then get achance to evaluatethe lesson
themselves.
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From Modeler:
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For More Information
The IISME 5e Community website!http://iisme.5ecommunity.org/
http://iisme.5ecommunity.org/ -
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References:
Information on the 5e Model:
http://iisme.5ecommunity.org/
Visuals used in the presentation:http://faculty.plattsburgh.edu/william.gaeddert/images/M13-1c2.jpghttp://www.studentretentioncenter.ucla.edu/sfiles/articletemplate7_clip_image001.jpg
https://reader009.{domain}/reader009/html5/0518/5afe658459dbf/5afe659e28057.jpghttp://www.historyonthenet.com/WW1/images/wpvd724u.jpg
http://encyclopedia.laborlawtalk.com/wiki/images/4/48/Inflation-1923-small.jpg
http://www.historyonthenet.com/WW1/images/wpvd724u.jpghttp://www.historyonthenet.com/WW1/images/wpvd724u.jpghttp://www.studentretentioncenter.ucla.edu/sfiles/articletemplate7_clip_image001.jpghttp://iisme.5ecommunity.org/http://encyclopedia.laborlawtalk.com/wiki/images/4/48/Inflation-1923-small.jpghttp://www.historyonthenet.com/WW1/images/wpvd724u.jpghttp://www.schoolshistory.org.uk/hitler1.jpghttp://www.studentretentioncenter.ucla.edu/sfiles/articletemplate7_clip_image001.jpghttp://www.studentretentioncenter.ucla.edu/sfiles/articletemplate7_clip_image001.jpghttp://faculty.plattsburgh.edu/william.gaeddert/images/M13-1c2.jpghttp://iisme.5ecommunity.org/