4 the 5e Instructional Model

8/6/2019 4 the 5e Instructional Model

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The 5e Instructional

Model

A Constructivist Approach toEducation


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Constructivism

Constructivism is a philosophy aboutlearning that proposes learners needto build their own understanding of

new ideas.Source:http://iisme.5ecommunity.org/index.php?area_id=569


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Where does the theory comefrom?

Two of the mostprominentconstructivistresearchers are:

Jean Piaget(stages ofcognitivedevelopment)

HowardGardner(multipleintelligences)


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The 5es

Engage

Explore

ExplainExtend

Evaluate

The 5e model was originally proposed by the BSCS(Biological Science Curriculum Study)


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Phase #1: ENGAGE

Purpose: to peak studentinterest and get thempersonally involved in the

lessonAccess prior knowledge

Generates curiosity

Gets students to ask the WHYquestions

Motivates students to learn

Gets students attention


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Engage Example

Journal Prompt:Happiness is not the mere possession ofmoney; it lies in the joy of achievement.-President Franklin Delano Roosevelt .

(1) What is Roosevelt saying in his quote?(2) Do you agree with him? Why or why not?

(3) Is money necessary for happiness?

(4) What happens when a large group of people in a place are lackingthe money they need for survival? Explain your opinion through an

example.

(5) What should a government do if the people in their country do nothave the money they need for survival? What does the USgovernment do to help people lacking money for survival? Explain yourresponse in your own words.


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Engage continued Class discussion on journal responses

Students recall German reaction to the Treaty ofVersailles

Teacher asks: What can the German governmentdo to solve its problems?

Students generate discussion and conclude thegovernment should just print more money


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Phase #2: EXPLORE

Purpose: to get studentsinvolved in the topic;providing them with a chance

to find the solution forthemselvesStudents work together

Students must make their owndecisions

Students generate questions andideas while within the situation or

problem.


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Explore Example

Weimar RepublicSimulation

Students are placed

into family groupsassigned anoccupation

Family Occupation:WeeklySalary: Savings:

Factory Worker 3000 marks 1500 marks

Farmer 2500 marks 3000 marks

Store Clerk 2200 marks 1600 marks

Government Employee 3500 marks 2000 marks

Business Executive 5000 marks 4000 marks


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Explore Example continued

Students are thenasked to determinehow much of each of

the followingproducts their familywill need on a weeklybasis by completing

the chart.

Food Item: Amount Needed Each Week:

Bread (loaves)

Milk (gallons)

Cheese (pounds)

Meat (pounds)

Butter (pounds)

Eggs (dozen)

Potatoes (dozen)

Cookies (dozen)


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Week #1:

Item: Amount: Cost:

Bread per loaf 150

Milk per gallon 200

Cheese per pound 250

Meat per pound 225

Butter per pound 175Eggs per dozen 125

Potatoes per dozen 50

Cookies per dozen 200


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Week #2

Item: Amount: Cost:

Bread per loaf 350

Milk per gallon 400


Meat per pound 500





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Week #3:

Item: Amount: Cost:

Bread per loaf 750

Milk per gallon 800


Meat per pound 900





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Week #4:

Item: Amount: Cost:

Bread per loaf 1750

Milk per gallon 1800


Meat per pound 1950





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Explore Example continued

The simulation then goes through a 4 weekperiod. Each week the prices of food changeaccording to the chart. Students quickly realizethat by week four they can no longer afford the

food they need to survive.


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Phase #3: EXPLAIN

Purpose: students aregiven a chance to takewhat they have learned so

far and figure out what itmeans.Students are asked to explaintheir experiences

Class discussion is held

More questions are generated

New definitions are explored


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Explain Example

Students reflect upon theirsimulation experience with theirfamilies:

What changes in grocery

purchases did your familymake over the four weekperiod?

How did these grocery

changes affect how you wereable to live your life?

What things might you do tochange the situation that your

family is in currently?


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Phase #4: EXTEND

Purpose: to allow students touse their new knowledge andcontinue to explore its

implicationsStudents apply knowledge to othersituations

Students consider the effects of theirknowledge

Students apply to their own world

Students relate to other concepts


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Extend Example

In their family groupsstudents debate thethree major political

parties of the 1932German election(democratic,communist, Nazi)

and conclude whichthey would vote forbased on theirexperiences thus far.

Pro-Weimar Republic:

Strengths: Weaknesses:

Communist Party:


Nazi Party:



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Extend Example continued


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Phase #5: EVALUATE

Purpose: both students and teachersdetermine how much learning andunderstanding has taken place.

Self-assessment

Teacher observation

Ability to apply to other topics

Performance Assessment

Portfolio

Rubrics


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Evaluate Example

Class Discussion: Why is voting ina democracy important?

Only 55% of eligible voters voted in theUS in 2004

How does that compare to with

Germany in 1932?

Personal written reflection:What is the power of the vote?

What effects can voter power have onthe state of the country?

Why do you think people choose not tovote in the United States today?

Should something be done about the

lack of voter participation? Why or why


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Evaluate Example continued

Students then compose a short speech onwhy people should or should not vote in ademocracy citing history as an example.

Why Vote Speech Rubric:


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Evaluate Example continued

Students then get achance to evaluatethe lesson

themselves.


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From Modeler:


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For More Information

The IISME 5e Community website!http://iisme.5ecommunity.org/
http://iisme.5ecommunity.org/


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References:

Information on the 5e Model:

http://iisme.5ecommunity.org/

Visuals used in the presentation:http://faculty.plattsburgh.edu/william.gaeddert/images/M13-1c2.jpghttp://www.studentretentioncenter.ucla.edu/sfiles/articletemplate7_clip_image001.jpg

https://reader009.{domain}/reader009/html5/0518/5afe658459dbf/5afe659e28057.jpghttp://www.historyonthenet.com/WW1/images/wpvd724u.jpg

http://encyclopedia.laborlawtalk.com/wiki/images/4/48/Inflation-1923-small.jpg
http://www.historyonthenet.com/WW1/images/wpvd724u.jpghttp://www.historyonthenet.com/WW1/images/wpvd724u.jpghttp://www.studentretentioncenter.ucla.edu/sfiles/articletemplate7_clip_image001.jpghttp://iisme.5ecommunity.org/http://encyclopedia.laborlawtalk.com/wiki/images/4/48/Inflation-1923-small.jpghttp://www.historyonthenet.com/WW1/images/wpvd724u.jpghttp://www.schoolshistory.org.uk/hitler1.jpghttp://www.studentretentioncenter.ucla.edu/sfiles/articletemplate7_clip_image001.jpghttp://www.studentretentioncenter.ucla.edu/sfiles/articletemplate7_clip_image001.jpghttp://faculty.plattsburgh.edu/william.gaeddert/images/M13-1c2.jpghttp://iisme.5ecommunity.org/

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