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5E model approach (Engage (What the teacher does (that is consistent with…
5E model approach
What the teacher does
that is consistent with this model
- Creates interest
- Generates curiosity
- Raises questions
- Elicits responses that uncover what the students know or think about the concept/topic
that is inconsistent with this model
- Explains concepts
- Provides definitions and answers
- State conclusions
- Provides closure
- Lectures
Example; Hook students into topic/unit by showing interesting videos, story, photographs, artefacts
What the student does
that is consistent with this model
- Asks questions, such as "Why did this happen?", "What do I already know about this?", "What can I find out about this?"
- Shows interest in the topic
that is inconsistent with this model
- Asks for the "right" answer
- Offers the "right" answer
- Insists on answers or explanations
- Seeks one solution
What the teacher does
that is consistent with this model
- Encourages students to work together without direct instruction from the teacher
- Observes and listens to students as they interact
- Asks probing questions to redirect students' investigations when necessary
- Provides time for students to puzzle through problems
- Acts as a consultant for students
that is inconsistent with this model
- Provides answers
- Tells or explains how to work through the problem
- Provides closure
- Tells students that they are wrong
- Gives information or facts that solve the problem
- Leads students step-by-step to a solution
Example; allow children to gather information and build knowledge about a concept. Students may be collecting data to support a claim.
What the student does
that is consistent with this model
- 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 judgement
that is inconsistent with this model
- Lets others do the thinking and exploring (passive involvement)
- Works quietly with little or no interaction with others (only appropriate when exploring ideas or feelings)
- Plays around indiscriminately with no goal in mind
- Stops with one solution
What the teacher does
that is consistent with this model
- Encourage 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 the basis for explaining concepts
that is inconsistent with this model
- Accepts explanations that have no justification
- Neglects to solicit students' explanations
- Introduces unrelated concepts or skills
Example; Teacher explain to students, students make meaning and explain back to teacher/another student. Teacher can explain in video, non-fiction text, classroom discussion.
What the student does
that is consistent with this model
- Explains possible solutions or answers to others
- Listens critically to one another's explanations
- Questions one another's explanations
- Listens to and tries to comprehend explanations offered by the teacher
- Refers to previous activities
- Uses recorded observations in explanations
that is inconsistent with this model
- Proposes explanations from thin air with no relationship to previous experiences
- Brings up irrelevant experiences and examples
- Accepts explanations without justification
- Does not attend to other plausible explanations
What the teacher does
that is consistent with this model
- Expects students to use formal labels, definitions, and explanations provided previously
- Encourages students to apply or extend the concepts and skills in new situations
- Reminds students of alternative explanations
- Refers students to existing data and evidence ans asks: "What do you already know?", "Why do you think...?"
that is inconsistent with this model
- Provides definitive answers
- Tells students that they are wrong
- Lectures
- Leads students step-by-step to a solution
- Explains how to work through the problem
Examples; independent research based on interest. Find actual data for actual claim, field trip, guest speakers.
What the student does
that is consistent with this model
- 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 understanding among peers
that is inconsistent with this model
- Plays around with no goal in mind
- Ignores previous information or evidence
- Draws conclusion from thin air
- Uses in discussions only those labels that the teacher provided
What the teacher does
that is inconsistent with this model
- Observes students as they apply new concepts and skills
- Assesses students' knowledge and/or skills
- Looks for evidence that students have changed their thinking or behaviours
- 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?"
that is inconsistent with this model
- Tests vocabulary words, terms, and isolated facts
- Introduces new ideas or concepts
- Creates ambiguity
- Promotes open-ended discussion unrelated to the concept or skills
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What the student does
that is consistent with this model
- Answers open-ended questions by using observations, evidence, and previously accepted explanations
- Demonstrates an understanding or knowledge of the concept or skill
- Evaluate her own progress and knowledge
- Asks related questions that would encourage future investigations
that is inconsistent with this model
- Draws conclusions, not using evidence or previously accepted explanations
- Offers only yes-or-no answers, memorized definitions, or explanations as answers
- Fails to express satisfactory explanations in own words
- Introduces new, irrelevant topics
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