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NCERT Module Two - Course Design Using the 5E's

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Examines the use of the 5E's in course design

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NCERT Module Two - Course Design Using the 5E's

  1. 1. Learning Intentions • Examine the 5E model as a tool for developing a unit of work / course • Identify the content / concept focus for the unit of work / course to be developed • Develop a draft plan for the unit of work / course • Examine the Inquiry Process Model as it pertains to the unit / course development • Use the 5Ws as a framework to identify key aspects of the course
  2. 2. Bybee 5 E’s Model
  3. 3. ENGAGE student with a contextualised problem • Video • Story ELICIT prior knowledge • Concept cartoon • Poem • Brainstorm • Quiz • Diagnostic Assessment
  4. 4. Provide hands on experience / activity • Gallery Walk • Small Group discussion • Model building • Jigsaw • Concept maps • Games • Demonstrations • Debate • Placemat
  5. 5. Questions Open – eliciting student ideas Many voices / many ideas Q. Who knows about…? Q What can you tell me ablout....? Q. How will you be able to tell....? Q. What do you need to find out....? Q. Why do you think that happens....? Q. Can you explian your idea about....?
  6. 6. Develop explanations for experiences and representation of developing conceptual understanding In the lesson sequence this could be documenting the key aspects of learning verbally reviewing their ideas
  7. 7. Questions Directed – eliciting student understanding Many voices idea Q. What is…? Q How many....? Q. Can you describe what we learnt....? Q. Why does this happen....? Q. Does this fit with your ideas....? Q. How did you arrive at this idea....?
  8. 8. Extend understanding to a new context or make connections to additional concepts through a student planned investigation What this might look like Investigation – Or story (Who? What? Where? When ? And Why?
  9. 9. Students represent their understanding and reflect on their learning journey Teacher collects evidence about achievement and outcomes What might this look like? SOS – We have 24 hours to leave Earth. Where should we go (give reasons) and what should we take (10 key items)?
  10. 10. 5 E Model Phase of inquiry Instructional purpose Engage Engaging students, eliciting prior knowledge and opening-up the scientific problem Explore Exploring the scientific phenomenon and exploring and working on students’ views Explain Introducing and developing the scientific story Elaborate Guiding students to work with scientific views and handing over responsibility to students to apply and use them in a student planned investigation Evaluate Maintaining the development of the scientific story, reflecting on learning and evaluating learning outcomes
  11. 11. For example achievement standard by the end of year 6, students: • Compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another when generating electricity. They explain how natural events cause rapid change to earth’s surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems and inform decisions and identify historical and cultural contributions. • Students follow procedures to develop investigable questions and design investigations into simple cause- and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using appropriate representations and construct multimodal texts to communicate ideas, methods and findings. How can students demonstrate their learning? What evidence is required (go to the the Achievement Standards) by the end of the year?
  12. 12. EXTEND Evaluate How can the students demonstrate their learning? What evidence is required? Explain Develop explanations for experiences and representations of developing conceptual understanding Engage Engage students and elicit prior knowledge Explore Provide hands-on experience of the phenomenon Elaborate Link understanding to a new context or make connections to additional concepts through a student planned investigation Evaluate again Did the student actually learn that was anticipated?