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Please do not log into your computers. Why do some students not learn what we want them to learn?. Students don’t learn because teachers don’t teach!. Students don’t learn because they don’t want to!!. Students don’t learn because of WHAT we teach!!.

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  1. Please do not log into your computers

  2. Why do some students not learn what we want them to learn?

  3. Students don’t learn because teachers don’t teach!

  4. Students don’t learn because theydon’t want to!!

  5. Students don’t learn because of WHATwe teach!!

  6. Students don’t learn because of the WAYwe teach!!

  7. Inquiry-Based Instruction Learner-Centered Design Model Student Responsible Student Discovery Noisy Controlled Chaos Teacher as Facilitator Leads to Higher Order Thinking Skills

  8. The 5 E LessonDesign Model Inquiry-Based Instruction

  9. Engage Evaluate Explore 5 E Lesson Elaborate Explain

  10. Engagethe “Catch” Activity which will focus student’s attention, stimulate their thinking, and access prior knowledge.

  11. EngageSuggested Activities • Demonstration • Reading • Free Write • Analyze a Graphic Organizer • KWL (Know, Want to Know, Learned) • Brainstorming

  12. Engage What the Teacher Does • Creates Interest. • Generates curiosity. • Raises questions. • Elicits responses that uncover what the students know or think about the concept/topic.

  13. EngageWhat the Student Does • Asks questions such as, Why did this happen? What do I already know about this? What have I found out about this? • Shows interest in the topic.

  14. Explorethe “Do” Activity which gives students time to think and investigate/test/make decisions/problem solve, and collect information.

  15. ExploreSuggested Activities • Perform an Investigation • Read Authentic Resources to Collect Information • Solve a Problem • Construct a Model

  16. Explore What the Teacher Does • Encourages the students to work together without direct instruction from the teacher. • Observes and listens to the students as they interact. • Asks probing questions to redirect the students’ investigations when necessary. • Provides time for students to puzzle through problems.

  17. ExploreWhat the Student Does • Thinks freely but within the limits of the activity. • Tests predictions and hypotheses. • Forms new predictions and hypotheses. • Tries alternatives and discusses them with others. • Records observations and ideas. • Suspends judgment.

  18. Explainthe “Lesson” Activity which allows students to analyze their exploration. Student’s understanding is clarified and modified through a reflective activity.

  19. ExplainSuggested Activities • Student Analysis & Explanation • Supporting Ideas with Evidence • Structured Questioning • Reading and Discussion • Teacher Explanation • Thinking Skill Activities: compare, classify, error analysis

  20. Explain What the Teacher Does • Encourages the students to explain concepts and definitions in their own words. • Asks for justification (evidence) and clarification from students. • Formally provides definitions, explanations, and new labels. • Uses students’ previous experiences as basis for explaining concepts.

  21. ExplainWhat the Student Does • Explains possible solutions or answers to others. • Listens officially to others’ explanations. • Questions others’ explanations. • Listens to and tries to comprehend explanations the teacher offers. • Refers to previous activities. • Uses recorded observations in explanations.

  22. Elaboratethe “Enrich” Activity which expands and solidifies student thinking and/or applies it to a real-world situation, and takes learning toward higher-order thinking skills. Good place for differentiated instruction.

  23. ElaborateSuggested Activities • Problem Solving • Decision Making • Experimental Inquiry • Thinking Skill Activities: compare, classify, apply, evaluate, synthesize, publish • Building Creative Projects • Publishing

  24. Elaborate What the Teacher Does • Expects the students to use formal labels, definitions, and explanations provided previously. • Encourages the students to apply or extend the concepts and skills in new situations. • Reminds the students of alternative explanations. • Refers the students to existing data and evidence and asks, What do you already know? Why do you think . . .? • Strategies from Explore apply here also.

  25. ElaborateWhat the Student Does • Applies new labels, definitions, explanations, and skills in new, but similar situations. • Uses previous information to ask questions, propose solutions, make decisions, and design experiments. • Draws reasonable conclusions from evidence. • Records observations and explanations. • Checks for understandings among peers.

  26. Evaluatethe “Check” Activity which allows the teacher to assess student performance and/or understandings of concepts, skills, processes, and applications.

  27. EvaluateSuggested Activities • Any of the Previous Activities • Develop a Scoring Tool or Rubric • Test • Performance Assessment • Produce a Product • Journal Entry • Portfolio

  28. Evaluate What the Teacher Does • Observes the students as they apply new concepts and skills. • Assesses students’ knowledge and/or skills. • Looks for evidence that the students have changed their thinking or behaviors. • Allows students to assess their own learning and group-process skills. • Asks open-ended questions, such as: Why do you think. . .? What evidence do you have? What do you know about x? How would you explain x?

  29. EvaluateWhat the Student Does • Answers open-ended questions by using observations, evidence, and previously accepted explanations. • Demonstrates an understanding or knowledge of the concept or skill. • Evaluates his or her own progress and knowledge. • Asks related questions that would encourage future investigations.

  30. Creating the 5E Lesson • Work in Groups of 2 or 3 • Use the TEKS and SEs found on your Instructional Focus Document • Use the 5E Lesson Design – Directions Worksheet to Create a 5E Lesson • Be Prepared to Share

  31. Time to Share • Who’s First?

  32. Go to tcapps.net • Choose 5E Crossword

  33. Break Time • Vicki Blackwell’s Web Timer

  34. Using WebCCAT with CScope • Building WebCCAT assessments covering CScope units.

  35. The Tools • Instructional Focus Document (“Where We Are Going”) • Objectives, TEKS, SEs (“What Terrain We Are Covering”) • Unit Lessons (“How We Will Get There”) • Unit Assessments (“Judging Our Journey”)

  36. Review Your IFD • What TEKS will you be covering

  37. Create & Review Assessment • Your goal is to create a valid assessment that will evaluate student understanding of the CScope unit you have chosen

  38. Questions & Comments

  39. The End

  40. Engage Evaluate Explore 5 E Lesson Elaborate Explain

  41. The 5 E’s Lesson Planner ENGAGE: EVALUATE: EXPLORE: Elaborate: EXPLAIN:

  42. The 5 E Lesson Inquiry-Based Instruction

  43. Process Skills Concepts Content Students use process skills to develop an understanding of the concepts.

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