J Fe
The teacher throughout this lesson was in charge of keeping the students on task with the lesson. Here she would ask students engaging questions about the lesson. She would also clarify what students had said to the class to ensure that everyone was hearing what their peers where saying. During the lesson the teacher kept referring to what students had said to concrete their learning and build them up in their work. This is something that I really enjoyed about this lesson is that the teacher was encouraging students to learn through exploration on their own rather than just telling them the information. This is exactly what constructivist teachers aim to do in the classroom. They want to students to question assumptions and find the answers through exploration. Constructivist teachers aim to not just tell students the information they are learning.
An Fa
The 5E model of instruction is inquiry based and student led which leaves the teacher to facilitate and guide students through the learning process. Teaches guide student through questions, investigations, experiences, and research. (Elliot, n.d.) In the engagement phase the teacher connects previous information with current concepts, they help scaffold the information. The teacher provides a hands on activity to provide opportunities for the students to ask questions, investigate, and draw conclusions. In later phases the teacher helps students build on discussions and answer questions. Teachers evaluate the learning that has taken place through performance, informal, and formal assessments. (Elliot, n.d.) Many of the above mentioned roles of the teacher when implementing the 5E Model of instruction matches with what a constructivist teacher does. They simply provide a mean in which students can engage, investigate, ask questions, and draw their own conclusions. They facilitate inquiry based and project based learning activities. A constructivist teacher does not lecture, directly answer questions or be the driving force behind their students learning.
Elliot, J. (n.d.). The Teacher’s Role in Establishing a Constructivist Sociomoral Atmosphere. Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/teachers-role-establishing-constructivist-sociomoral-atmosphere/
K Jay
The 5E Model of Instruction requires the teacher to play a role during implementation of the model. To begin, the teacher should consider the order of lessons and activities to provide the best instruction for all students (Bybee & BSCS, 2021). Also, each component of the model requires a different role from the teacher.
Engage, for example, requires the teacher to give a situation to students, provide the instructional task, and set rules/procedures for any activities (Bybee & BSCS, 2021). The teacher is to also structure initial discussions to determine the students prior knowledge on the topic (Bybee & BSCS, 2021).
Explore requires the teacher to facilitate the learning (Bybee & BSCS, 2021). Guidance and coaching are necessary from the teacher as students more forward in the process of recording data and analyze their observations (Bybee & BSCS, 2021).
Explain has the teacher ask students their beginning models/explanations from engage and explore, then the teacher provides resources to support the students learning (Bybee & BSCS, 2021).
Elaborate is for students to expand on further experiences; therefore, the teacher may need to help students with further information during this phase (Bybee & BSCS, 2021).
Evaluate is when the teacher provides feedback to the students, as well as give some form of assessment to the students to evaluate individual student progress (Bybee & BSCS, 2021).
Overall, a constructivist teacher allows for students to ask questions and conduct experiments or assignments as the students see fit. The teacher is there to guide the student, but not necessarily give them every step of what they should do during the 5E Model of Instruction. In this model, the teacher does not tell students step by step what they should do, but they are there to provide support, guidance, and help the students to stay on task.
Reference
Bybee, R., & BSCS. (2021). 5E model of instruction. 5E Model of Instruction https://ngss.sdcoe.net/Evidence-Based-Practices/5E-Model-of-Instruction.
PART 2
Ab Jo
Hi Professor and Class,
Each of the below models are used to sequence and align lessons or activities you plan to use in an educational setting. They also both form a strategic plan of how the educator wants their lesson to develop to their students. Lastly, both plan or strategy is compiled of multiple similar parts that explain how the educator will engage, differentiate, and explain for all students in their class.
The lesson plan I believe I will find myself refer back to the most will be the COE lesson plan. I have the most experience with this form of lesson plan, love how it is laid out, and feel it fits into every and all subject better. It will ensure I stay focused on specific topics that are proven important to the lesson, as well as not being too wording or too much information it becomes confusing. The 5E model of instruction is not visually appealing for my eye. It looks jumbled and clustered causing me to become flustered or annoyed when analyzing it. While each lesson play has its pros and cons, I believe, COE lesson plan will help me best meet the needs of my students while still ensuring they are learning the aligned material, experiencing real-world information, analytical investigations, and plenty of hands-on activities.
N Ja
In comparing the 5E Model of Instruction to the COE Lesson Plan Template, there are three similarities that I noticed.
One similarity is the introduction to both examples. In the 5E Model of Instruction, the first phase is engage, and in the COE lesson plan template, there is the anticipatory set. In both examples, this is the introduction to the lesson.
Another similarity is student engagement. Both formats use the word engagement, as it is an important component in teaching a lesson.
Finally, both examples have a conclusion or way to wrap up the lesson. The 5E Model of Instruction has evaluate, while the COE Lesson plan template has an extension activity and/or homework. Both formats have a way to end the lesson.
Personally, I would rather use the COE Lesson Plan Template in the future. In my opinion, it is formatted in a way that is easier to understand. I am a visual learner, so being able to have each section divided and clearly labeled works best for me. Also, I believe this format may be easier for a substitute to read, if necessary. The COE Lesson Plan Template includes factors such as how to differentiate for students (as needed), resources, class size, lesson summary/focus, etcetera.
Ga Ri
Three similarities:
- Engage vs. anticipatory set
- Multiple means of engagement vs. exploration
- Multiple means of expression vs. explain
In the 5E model, one of the es is in engage, which requires the teachers to capture the attention of students and engage them (What, n.d.). Essentially, this is what the anticipatory set does in the COE Lesson Plan. Secondly, the COE Lesson Plan offers students to engage with the material in different ways, and essentially, this is also what students are doing in the exploration process of the other model, it just may be more interactive. Thirdly, we ask students to show us what they know in the COE Lesson Plan through different activities and exams, and they are also doing that in the 5E process of the explanation phase.
I anticipate the COE Lesson plan to be more effective since this is most likely the type of lesson plan we will use during instruction. And, the 5Es can easily be incorporated into this lesson plan, so it isnt that big of a deal, to me.
Reference:
What is the 5e instructional model? (n.d.). Retrieved February 16, 2021, from https://www.google.com/amp/s/www.knowatom.com/blog/what-is-the-5e-instructional-model%3fhs_amp=true
