Teaching Science to Every Child: Using Culture as a Starting ...
Teaching Science to Every Child: Using Culture as a Starting Point Chapter 9 The 5E Learning Cycle as a Model for Science Teaching Routledge/Taylor & Francis 2012 Routledge/Taylor & Francis 2012 Chapter 9 Topics Models of Teaching: Inductive or Deductive or Both?! The 5E Learning Cycle
Engage Explore Explain Extend Evaluate The Learning Cycle and Diverse Student Populations Routledge/Taylor & Francis 2012 Models of Teaching Students must learn particular facts and terms
Students should also understand bigger concepts Deductive begins with the big idea and then goes to examples Inductive starts with bits of knowledge and builds toward whole Students should experience both models of teaching Ideally begin with inductive and then shift to deductive This sequence accommodates diverse students very well Routledge/Taylor & Francis 2012 Contrasting Approaches: Parts to Whole or Whole to Parts
Routledge/Taylor & Francis 2012 The 5E Learning Cycle Approach first developed in the 1960s during curriculum reforms in actual classrooms with children of varying abilities Combines the strengths of discovery, inquiry, and conceptual change: Hands-on, varying supports, and emphasis upon student learning The Learning Cycle draws upon theories about how children learn science: developmental, social, and experiential.
Lots of different Learning Cycles but the 5E is the most popular. Each of the five phases begins with the letter E. Routledge/Taylor & Francis 2012 The 5E Learning Cycle Engage gets at students ideas and builds interest Hands-on activities during Explore and Extend Direct instruction by
teacher of concepts during Explain Evaluate is continuous with a shifting emphasis Routledge/Taylor & Francis 2012 Phase One: Engage Purpose is to orient students to the upcoming activity Also an opportunity to hear what they already know Can also be a bridge between previous lessons
Connects school science to real-life experiences Although open-ended there is underlying intent Routledge/Taylor & Francis 2012 Phase Two: Explore Hands-on activity with structure to guide exploring Not the time to introduce vocabulary or definitions The goal is to give a concrete sense for a concept Students should record their observations and actions Teacher asks questions to support the exploring
Routledge/Taylor & Francis 2012 Phase Three: Explain Students share what they did Comparisons across groups toward common understandings Teacher introduces targeted concept and definitions Connections made between Explore and Explain Inductive: Experiences combined to make a whole Generate shared written records of the concept
Routledge/Taylor & Francis 2012 Phase Four: Extend Goal: Students apply concept to new situation Hands-on activity for extending vocabulary Teachers uses questions to reinforce understandings Emphasis on extending knowledge to the materials Definitely not the right time to introduce new ideas Deductive: Taking whole concept and using it Routledge/Taylor & Francis 2012
Phase Five: Evaluate Opportunity to demonstrate understanding (summative) Could be a paper-pencil test or a performance task Should offer students a chance to chart changed ideas Questioning by teacher as if assessing for grades Evaluate throughout the Learning Cycle, not just last phase Routledge/Taylor & Francis 2012 Learning Cycle and Diverse Groups
Background knowledge and experiences brought to the surface during the Engage phase Explore activity ensures each student has a common background and shared experience with the phenomenon Language development supported: Talking with peers during hands-on, writing ideas, communication with the whole class. Connections made by and for students between what goes on during science lesson and what they experience at home Routledge/Taylor & Francis 2012
Chapter 9 Summary Inductive and Deductive: Direction between Parts and Whole 5E Learning Cycle is Preferred in K-8 Science Classrooms Engage: Assess what students already know Explore: Activity to deepen their experiences Explain: Sharing ideas and learning formal science terms Extend: Applying concept to a hands-on activity Evaluate: Determining how well students learned concept Learning Cycle is Appropriate for Diverse Student Populations Routledge/Taylor & Francis 2012
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