Overview of the 5e Model of Instruction
Description: Introductory lessons should stimulate curiosity and activate prior student knowledge. The activity should be a problem or an event that raises questions and motivates students to discover more about the concept.
Link to cognition: Students bring knowledge about how the world works but it is sometimes based on limited experiences and sometimes on misconceptions.
· How will the teacher capture students’ interest?
· What kind of questions should the students ask themselves after the engagement?
Description: Students need the opportunity to actively explore the concept in a hands-on activity. This establishes a commonly shared classroom experience and allows students to share ideas about the concept.
Link to cognition: Experiences occur before the explanations! Students are actively engaged with little explanation from the teachers. Students acquire a common set of concrete experiences allowing them to help each other understand the concept through social interaction.
· What hands-on/minds-on activities will students be doing?
· What are the “big idea” conceptual questions that the teacher will use to encourage and/or focus students’ exploration?
Description: Teachers use questioning strategies to lead students’ discussion of information discovered during the Explore stage. Teachers introduce new scientific terms and explanations at appropriate times during the discussion.
Link to cognition: When students engage in meaningful discussions with other students and the teacher, they can pool their explanations based on observations, construct new understandings, and have a clear focus for additional learning.
· What questions or techniques will the teacher use to help students connect their exploration to the concept under examination?
· What are the higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations?
Description: Students are encouraged to apply, extend, and enhance the new concept and related terms during interaction with the teacher and other students.
Link to cognition: Providing additional active learning opportunities for students to incorporate into their mental construct of the concept allows them to confirm and expand their understanding.
· How will students develop a more sophisticated understanding of the concept?
· What vocabulary will be introduced and how will it connect to students’ observations?
· How is this knowledge applied in our daily lives?
Description: Students demonstrate their understanding of the concept.
Link to cognition: In learner-centered instruction, it is important for students to be aware of their own progress as an outcome of instruction. Students construct knowledge over time and may need additional experiences to refine their understanding of the concept.
· How will students demonstrate that they have achieved the lesson objective?
· How will evaluation be embedded throughout the lesson as well as at the end of the lesson?