The+5+E's+Approach

 In 1989 the Biological Science Curriculum Study (BSCS) group developed the 5E Model of instruction. The 5E cycle 1) focuses on major misconceptions, 2) begins with an ‘engage’ phase that requires active participation by students, 3) moves to additional phases that develop and expand the information and ideas, 4) but with much of the articulation done by the students, and 5) ends with an ‘evaluate’ phase that emphasizes student synthesis and/or application, plus self-assessment, more than grade reports.
 * An Overview**


 * Understanding the Approach**

//Engage:// - initiate learning - introduce major ideas in problems - make connections between past and present learning - focus on learning outcomes of upcoming activities - motivate //Explore:// - provide opportunities for students to test ideas against experiences - compare ideas vs. ideas of peers and teachers - actively explore environment and manipulate materials //Explain:// - students can develop explanations - introduce formal langauge, scientific terms and content information to describe earlier experiences //Elaborate:// - applies/extends students to develop concepts in a new way - students develop a deeper and broader understanding //Evaluate:// - encourage students to assess their understanding as they apply what they know to solve problems


 * Asessment & Strategies**

//Engage:// - teachers identify students' incoming science ideas and misconceptions - determine what students need to explore ~ kwl chart, concept maps, card sorting, interviews, science notebooks, observation, memoir, brainstorming //Explore:// - observe how students are progressing in their conceptual understanding - watch what students do not understand - instrucion intervention - understand what needs to be explained in the next phase ~ science notebook, charts, think;pair;share, concept cartoon, demo memo //Explain:// - students demonstrate current understandings - teachers see what ideas need further instruction - what elaboration will help scaffold students ~ exit slip, make models, kwl chart, label drawing, paragraphs, letters, discrepant event //Elaborate:// - students ability to transfer understandings to new contexts - teachers see how students use formal wording - determine what is important to evaluate ~ application, puzzler, debate, data table, team report, thought experiment //Evaluate:// - teachers determine what students learned - students become metacognitive about learning - reflections for the next 5E unit ~ poster, presentation, reflection, self-evaluation, concept map, essay, constructed response