Improving instructional design via 5E model
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This document discusses using the 5E instructional model to improve instructional design, particularly when incorporating learning technologies. The 5E model includes Engage, Explore, Explain, Elaborate, and Evaluate phases. It promotes a constructivist approach with student-centered activities that have learners think like scientists. Challenges to implementing the 5E model with technologies are addressed, such as ensuring sufficient exploration before explanation. More research is needed on best practices for using the 5E model and technologies together, including meaningful tasks and teachers' and students' roles.
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Improving instructional design via 5E model
- 1. Improving Instructional Design via 5E Model Jennifer Miler PhD Learning Technology Student University of North Texas
- 2. Integration New Student Centered Information Constructivist Learning Theory and 5E Model
- 3. Activities promoting students to THINK like a scientist.
- 4. Working Evaluation Model of Student Understanding
- 5. “Assessment is a process of determining "what is." “Evaluation uses information based on the credible evidence generated through assessment to make judgments of relative value.” Gardiner, L. F. (n.d.). The National Academy for Academic Leadership: Assessment and evaluation in higher education: Some concepts and principles. The National Academy for Academic Leadership. Retrieved from http://www.thenationalacademy.org/readings/assessandeval.html
- 6. Designed to tap into “prior knowledge” Engage
- 8. Student Interaction Research: Critical activities to explore variety of perspectives (Media Literacy) Defend a Perspective Debate or Discourse is encouraged Explore
- 9. Learning Technologies Promote 21st Century Research and Collaboration
- 10. Interactive Discussion Introduce Scientific Language Analog Vs. Target Concept Questioning Explain
- 12. Give students the freedom to apply their knowledge to give meaning. Develops creators, innovators, and entrepreneurs. Elaborate
- 14. Knowing which tools to use and feeling overwhelmed ◦ Solution: Instructional coaching Time ◦ Solution: Start class with engagement Why do I need to know this? Asking challenging questions ◦ Solution: allow for at least some Exploration before Explanation Instructional Dilemmas with 5E
- 15. Students can’t apply knowledge on exam ◦ Solution: Build exercises that require students to practice Elaboration and apply concepts to new situations Evaluation shows lack of understanding, too late to correct and change anything ◦ Solution: Collect form of evaluation evidence every class period. ◦ Reminder evaluation is not assessment. Instructional Dilemmas with 5E
- 16. Meaningful use and hands on approaches using technology needed. More research needed in this area. Recent studies show uses of mobile technologies in an outdoor environment following 5E to guide and motivate students effective. Natural-Science, outdoor, inquire-based learning facilitated with handheld device lends itself to 5E Effects of Mobile Learning and 5E Learning Cycle
- 17. Best practice scenarios Procedures for using 5E with learning technologies Development of meaningful tasks or applications Roles of teacher/students using learning technologies and 5E instructional model Further Research Needed
- 18. In times of change, it is the learners that will inherit the earth while the learned will find themselves beautifully equipped for a world that no longer exists. Eric Hoffer
- 19. Orgill, M., & Thomas, M. (2007). Analogies and the 5E model. SCIENCE TEACHER-WASHINGTON-. Retrieved from http://www.nsta.org/store/product_detail.aspx?id=10.250 5/4/tst07_074_01_40 Tanner, K. D. (2010). Approaches to Biology Teaching and Learning Order Matters Using the 5E Model to Align : Teaching with How People Learn, 9, 159–164. doi:10.1187/cbe.10 Liu, T., Peng, H., Wu, W., & Lin, M. (2009). The effects of mobile natural-science learning based on the 5E learning cycle: a case study. Educational Technology & Society, 12, 344–358. Retrieved from http://www.ifets.info/download_pdf.php?j_id=45&a_id=10 06 Works Cited