Title: 5E Learning cycle 1 5E Learning cycle with sample lesson. G.

1. University Of Salford
2. University Of Lincoln

Inquiry, the Learning Cycle. • make conceptual connections between new and former experiences, connecting aspects of their health department investigation with.

Donald Allen. Department of Mathematics. Texas AM University 2 Professional development goals. Improving all students learning. Improving teacher effectiveness. Setting high standards for teachers.

Promoting continuous staff learning. Enhancing staff intellectual and leadership capacity. 3 Needs assessment. Student TAKS grades in the areas of. number operations, (incl.

Fractions). measurement and scaling. Emphasis on. Notation. Presentation. Terminology/vocabulary/definition. Methodology 4 Using the 5E learning cycle.

The lesson plan components. Engage. Explore. Explain. Extend. Evaluate It appears to be linearly ordered, but loops are often desired or required. 5 Engage.

The instructor initiates this phase by asking well-chosen questions, by a problem to be solved, or by showing something intriguing. The instructor engages the student. 6 Explore. The exploration phase provides the opportunity for students to become directly involved with the key concepts of the lesson through guided exploration that requires them to probe, inquire, and question. 7 Explain. The instructor, acting as teacher and facilitator, gives further explanation, making mathematically precise the notions involved. The instructor add additional meanings or information, or correct terminology.

8 Extend. Students expand and extend what they have learned.

The instructor expands and extends the basic ideas to related and perhaps more challenging problems. 9 Evaluate. Evaluation is ongoing, and by this time the instructor should know how the students have learned. Traditional forms of assessment are administered. 10 Using the 5E learning cycle. In techno-babble it is a recursive cycle of distinctive cognitive stages of the tripod of expository, problem solving, and experiential learning.

Lessons can take several days or weeks to complete. 11 5E The Theory. A novice learner has loosely integrated knowledge maps.

A advanced learner or expert possesses tightly integrated knowledge maps. The more loops a learner makes through the recursive cycle of expository, problem solving, and experiential learning, the tighter is the knowledge map and the greater is the chance for ascending the ladder of understanding. 12 The 5E Learning Cycle.

What is it?. Who should use it?. When is it most effective?. When should it not be used?

13 5E What is it?. An organizational tool like tab dividers in a binder to involve students in the learning process. A teaching cycle based on the interactive exploration of a concept.

A procedure that layers knowledge, partly discovered by students, and partly amplified by teachers. 14 5E What is it?. Students build on former concepts in order to place the new ideas into their working framework of knowledge. A learning cycle that supports the building or accumulation of knowledge based on previously learned concepts.

15 5E - Who should use it?. Teachers new to a subject as an organizational tool.

Teachers needing a programmed channel to their students. Teachers wishing to give lessons as fully packaged presentations.

16 5E - When is it most effective?. For new concepts that are difficult to master. What is a variable? The beginning of fractions? What is proportional? What is scaling?).

When the teacher has the resources and time to allow the engage and exploratory phases. 17 5E - When should it not be used?. During skills acquisition.

When the new concept is closely related to an previously covered one. When the class is already highly motivated. When time is short 18 The 5E Instructional Method. How much time does a lesson plan take to develop - compared with another pedagogical method?. What is the learning time for teaching with the 5e model. Is there data on student performance when taught by the 5e model?

19 Example 20 5E Learning Cycle Lesson PlanSampleWhat is an Angle? Understanding and measuring adapted from Making connections with Measurement Grade 6 ESC IV, Houston, TX, 2005 21 What is an Angle? - Engage. Begin with the angles worksheet. Distribute patty paper.

University Of Salford

Prompt students to identify larger or smaller of the angle pairs. Trace the larger angle on patty paper and compare 22 (No Transcript) 23 What is an Angle? - Engage. Questions. How did you determine the larger angle?. What makes an angle larger?.

How do the rays help your determination. Does the length of the rays impact your determination? Expect varied answers. 24 What is an Angle? - Explore.

Distribute unit angles (45o and 30o) transparencies. Distribute Activity Worksheets (45o and 30o). Ask students to measure the angles in terms of multiples of the unit angles, wrt each unit and worksheet 25 Activity Worksheet for 45o 26 Unit angles (45o and 30o) 27 Typical Questions - Explore. What do you notice about the number of 45o, resp. 30o, required to measure each angle. How do the numbers of units compare for each pair (A,B A,C A,D B,C etc)?. Which angles are twice another angle?

28 What is an Angle? - Explore. Distribute unit angles (10o and 5o) transparencies. Distribute Activity Worksheets (10o and 5o).

Ask students to measure the angles in terms of multiples of the unit angles, wrt each unit and worksheet. Ask similar questions to previously.

29 What is an Angle? - Explore. Distribute protractors. You may also wish to use 45o, resp.

30o, unit protractors if time permits. Distribute master activity sheet with assorted angles. (not just unit angles and multiples). Ask similar questions to previously. Ask students to construct angles of various sizes. 30 (No Transcript) 31 What is an Angle? Explain.

Can the protractor substitute for all the unit angles?. Can the protractor measure angle we have seen?. Can the protractor measure every angle? Why or why not?. Explain/explore multiples of unit angles. 32 What is an Angle?

Extend. Distribute the Many Angles worksheet. Ask students to find angles that meet various conditions. Angle less than 10o? Less than 25o? Etc.

Pairs of angles complementary?. Which angles are greater than 60o? 33 Many Angles Worksheet 34 What is an Angle? Evaluate. Ask students to construct angles of various sizes. Ask students to measure select angles.

Ask students to determine all acute (obtuse) angles within a collection. 35 Vocabulary. Angle. Unit Angle. Protractor. Acute angle.

Obtuse angle. Complementary angles. Supplementary angles 36 Additional information. Time to complete lesson plan 90 minutes. TEKS 6.8C.

University Of Lincoln

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