THE BSCS 5 E INSTRUCTIONAL MODEL CREATING TEACHABLE

THE BSCS 5 E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS A presentation for the International Science Teaching Foundation and Science-Bits Rodger W. Bybee Executive Director (Emeritus) Biological Sciences Curriculum Study (BSCS) Barcelona, Spain 29 April 2015

THE BSCS 5 E INSTRUCTIONAL MODEL: CREATING TEACHABLE MOMENTS Introduction • Reflections on the Initial Activity • Thoughts on Teachable Moments • Origins of the BSCS 5 E Instructional Model • The BSCS 5 E Instructional Model • Reflections on the BSCS 5 E Instructional Model • Questions and Discussion

THE BSCS 5 E INSTRUCTIONAL MODEL Reflections on the Initial Activity • What was engaging about the activity? • With a colleague discuss how you would teach the concepts in the assessment.

THE BSCS 5 E INSTRUCTIONAL MODEL Thoughts on Teachable Moments • What is a teachable moment? • When does a teachable moment occur? • Why does a teachable moment occur? • How can you create teachable moments?

THE BSCS 5 E INSTRUCTIONAL MODEL Origins of the BSCS 5 E Instructional Model • Historical Examples • Atkins/Karplus Model Explore Invent Discover

THE BSCS 5 E INSTRUCTIONAL MODEL

CREATING A TEACHABLE MOMENT Engagement • The teacher or a curriculum task helps students become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. • The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students’ thinking toward the learning outcomes of current activities.

USE PRIOR KNOWLEDGE TO GENERATE NEW IDEAS THROUGH INQUIRY Exploration • Exploration experiences provide students with a common base of activities within which current concepts (i. e. , misconceptions), processes, and skills are identified and conceptual change is facilitated. • Learners may complete lab activities that help them use prior knowledge to generate new ideas, explore questions, and design and conduct an investigation.

DEVELOPING NEW KNOWLEDGE AND ABILITIES Explanation • The explanation phase focuses students’ attention on a particular aspect of their engagement and exploration experiences and provides opportunities to demonstrate their conceptual understanding, process skills, or behaviors. • Teachers directly introduce a concept, process, or skill. • An explanation from the teacher or other resources should guide learners toward a deeper understanding.

TRANSFERING CONCEPTS AND ABILITIES TO NEW SITUATIONS Elaboration • Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills. • Students apply their understanding of the concept and abilities by conducting additional activities.

ASSESSING STUDENTS’UNDERSTANDINGS AND ABILITIES Evaluation • The evaluation phase encourages students to assess their understanding and abilities. • This phase provides teachers an opportunity to evaluate student progress toward achieving learning outcomes.

Reflections on the BSCS 5 E Instructional Model

Questions and Discussion

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