The 5 Es learning model The 5 Es

The 5 E’s learning model. • The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults. • Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate(or Extend), and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept. http: //enhancinged. wgbh. org/researc h/eeeee. html

Does the 5 E’s learning model work? • Recent research reports, such as How People Learn: Brain, Mind, Experience, and School (Bransford, Brown & Cocking, 2000) and its companion, How Students Learn: Science in the Classroom (Donovan & Bransford, 2005), have confirmed what educators have asserted for many years: The sustained use of an effective, research-based instructional model can help students learn fundamental concepts in science and other domains. http: //science. education. nih. gov/houseofreps. nsf/b 82 d 55 fa 138783 c 2852572 c 9004 f 55 66/$FILE/Appendix%20 D. pdf

How effective is the 5 E model? • In Coulson, D. ((2002). BSCS Science: An inquiry approach-2002 evaluation findings. Arnold, MD: PS International. ) • Coulson explored how varying levels of fidelity to the BSCS 5 E model affected student learning. Coulson found that students whose teachers taught with medium or high levels of fidelity to the BSCS 5 E Instructional Model experienced learning gains that were nearly double that of students whose teachers did not use the model or used it with low levels of fidelity. • http: //science. education. nih. gov/houseofreps. nsf/b 82 d 55 f a 138783 c 2852572 c 9004 f 5566/$FILE/Appendix%20 D. pdf

What do those 5 E’s represent again? • Engage ( Initiate) – Providing students with activities such as brainstorming; Know, Want to Know, Learned (KWL); and making simple observations to stimulate interest, evaluate and make connections between past and present learning, and identify prior misconceptions • Explore (Question) – Allowing students to build upon prior knowledge through new experiences that incorporate active participation in a range of activities, including analysis, reflection, and data collection

5 E’s • Explain (Clarify) – Providing students with opportunities to construct meaning by verbalizing understanding of activities, making explanations, addressing questions, correcting misunderstandings, and introducing new science vocabulary • Extend (Apply) – Offering students challenging opportunities to practice skills and extend understanding through research, projects, and presentations • Evaluate – Having students reflect on their own learning in conjunction with teacher evaluations and self-assessment of understanding

Notebook Entries and their purpose. • What is my learning goal for this lesson? • What is the learning outcome I want my students to have from this lesson? • What inquiry will they be involved in to learn this outcome? • What will I ask my students to record as evidence of their thinking and learning? • How will I know if they learned what I intended for them to learn?

Foldables… • “. . . quickly organize, display, and arrange data making it easier for students to grasp science concepts, theories, processes, facts, and ideas. They also help sequence events as outlined in the content standards. ” • “…result in student made study guides that are compiled as students listen for main ideas, read for main ideas, or conduct research. ” • “…replace teacher generated writing or photocopied sheets with student generated print. ” Zike, D. (2001). Dinah Zike’s Big Book of Science for Middle School and High School. San Antonio, TX: Dinah-Might Adventures, LP.

Create a 5 E Foldable • Insert image of foldable instructions here.

Notebooks, An Assessment Tool. 1. Summative—What teachers usually do. Tests, quizzes, homework. Occurs after the fact. 2. Formative—What teachers could do. Guide, probe, challenge. Occurs early in learning.

Types and Purposes of Assessment Diagnostic Formative Summative To identify preconceptions, lines of reasoning, and learning difficulties To inform instruction and provide feedback to students on their learning To measure and document the extent to which students have achieved a learning target Keeley, P. (2008). Science Formative Assessment. Thousand Oaks, CA: Corwin Press.

Formative Assessment Notebooks have potential as a tool formative assessment in the classroom. They can reveal student thinking, which teachers can monitor to shape instruction and improve learning. Aschbacher, Pamela and Alicia Alonzo. (2006) Educational Assessment, (11, 3 and 4), pp. 179 -203.

Science notebooks could be viewed as an assessment tool at two levels: • Individual level - a source of evidence bearing on a student’s performance over the course of instruction. • Classroom level - a source of evidence of opportunities students had to learn science. Ruiz-Primo, M. , Li, M. , Ayala, C. , & Shavelson, R. (2004). Evaluating students' science notebooks as an assessment tool. International Journal of Science Education, (Vol. 26, No. 12), pp. 1477 -1506.

Formative Assessment “For formative assessment to be effective, it must provide nonjudgmental remarks without grades or rubric scores. When students receive rubric scores or rubric scores with feedback, their performance and learning do not improve and their motivation is adversely affected. However, if students are given specific constructive feedback – without scores – they have much more positive responses, including increased motivation, especially when the feedback helps them determine what they need to do next (Butler 1987, 1988). ” Fulwiler, B. R. (2007). Writing in Science: How to Scaffold Instruction to Support Learning. Portsmouth, NH: Heinemann.

What Do I Assess? • • Reflections Daily Data Journal Entries Hypothesis Posed Graphic Organizers Drawings/Labels Concept Maps New Questions

You can’t assess every entry. Let these questions guide you for the ones you choose. 1. What is the big idea for the lesson? 2. What scientific skills and thinking are important in this lesson? 3. What structures and language are important in the expository writing? 4. What is the lesson focus or question to which the student is responding in this entry?

Feedback Formative assessment and feedback form a loop. There is no beginning and end, while the rotation around the loop time drives forward progress. Because there are many kinds of learners in the classroom the feedback must be individualized so each learner can move forward.

Providing Feedback Another effective strategy for extending students’ conceptual understanding and improving their writing skills is to provide multiple opportunities for them to receive feedback. John Hattie concluded that the most powerful single modification that enhances achievement is feedback. Butler, M. , & Nesbit, C. (2008). Using science notebooks to improve writing skills and conceptual understanding. Science Activities, 44 (4), 137 -145.

Ways to provide feedback might include: • • • Quick checks Post-it notes Clarification Anecdotal records Student/teacher meetings

Feedback in an assessment for learning context occurs while there is still time to take action. It functions as a global positioning system, offering descriptive information about the work, product, or performance relative to the intended learning goals. It avoids marks or comments that judge the level of achievement or imply that the learning journey is over. Chappuis , S. and Chappuis, J. , Educational Leadership, vol 65, #4, pp 14 -19 Dec. 2007/Jan. 2008, The Best Value in Formative Assessment.

A ship has to get from point A to point C; how does it do that without hitting the rocks? B C A Coastline

How do you make a course correction in student understanding? 1. Read each misconception on the handout. 2. Write a response to each of the “student” statements using a post-it or a notation in the margin as you would in a real student notebook. 3. What would you say or do to provide the most conception change in the students thinking. 4. Encourage the students to work through their own changes and find their own answer.

How feedback guides formative assessment. Feedback keeps students writing. Positive comments boost student confidence. Should be used to guide instruction. Should be used to promote more critical thinking. • As teacher reviews, they develop an idea of what students conceptually know or don’t know. • •

STUDENT REFLECTION 1. May be teacher directed. • “What did you learn today? ” • “What do you know about _____ that you did not know before? ” 2. May be student initiated. • “The connection between this activity and the previous lesson is _______. ” • I believe we would have gotten better results if we had _______. ”

How to get started. 1. Make the decision to actively engage students. 2. Make some decisions on type and content. 3. Consult the flowchart. (Or make a plan and work the plan. ) 4. Start with a simple lesson and try something new everyday. 5. Set some goals.

Goals 1. Students become active and engaged participants and learners. 2. Students increase written and verbal communication skills. 3. Students increase understanding and comprehension. 4. Students develop interest in science as a career choice. 5. Teachers are not filling time, they are filling minds.

The teacher’s role. 1. 2. 3. 4. 5. 6. Teach the curriculum Guide and direct thoughts and activities Generate interest Correct misconceptions Challenge Develop understanding of difficult concepts 7. Provide feedback

The student’s role. 1. 2. 3. 4. 5. 6. Become an active learner Ask questions Design and build charts, graphs, tables Collaborate with others Record data, ideas, reflections Review own and peers work

Helpful hints. • You are the role model. You will have to notebook also. • Remember every notebook will be different. • Every entry should have a purpose. • Every teacher wants their students to be active and engaged. Here’s their chance. • Don’t expect spit and polish.

More hints. Among the basic contents of a science notebook, The New York City Dept. of Education states, “All data should be recorded and organized. Any questions which arise. All reflections should be recorded. Everything should be recorded, even the mistakes. There should never be erasing in a science notebook. ”

Helpful resources. • www. sciencenotebooks. org • http: //www. webguru. neu. edu/laboratory-notebook • http: //www. lewistonschools. net/staff/ajackson/science. html TESLA: Science Notebooks Teaching for Excellence in Science and Literacy Achievement • http: //ebecri. org/content/toolkit East Bay Educational Collaborative, science notebook toolkit • http: //www. thelabnotebook. com/ free online digital notebook