Blending Strategies That Work with the 5E Model
ENGAGE Activities that capture the students’ attention, stimulate thinking, and help them access prior knowledge. Begin with “How” or “why.” | EXPLORE Enable students to explore ideas, alone and in groups. Provide time to think, plan, investigate, and organize information. | EXPLAIN Students acquire opportunities to connect their previous experiences and to make conceptual sense of the main ideas of the topic being studied. | ELABORATE Students apply or extend previously introduced concepts and experiences to new situations, applying knowledge to new skills. | EVALUATE Students with their teachers, review and assess what they have learned and how they have learned it. Summative assessment. |
Transfer Learning Strategies | ||||
The teacher creates a problem narrative or engagement that drops students into a research activity. One way to structure this is to place the jigsaw method in a scenario activity. The scenario makes the investigation of new information and group sharing a necessity. | Students work to organize collected information, alone or as a part of a team. They may decide to use a variety of strategies, such as the Modality Effect to organize content in textual, auditory, visual formats. Or, Vocabulary Programs to make word and concept maps. | Deep learning is about discovering the relationships in and among contents. Students could use Concept Mapping strategy (d=.64) to create hierarchical organization of information. Students would create the concept maps that they could continue adding to. | Students develop a solution to a real problem that incorporates their knowledge, communicating that in a variety of media formats. From a transfer learning perspective, Problem-Solving Teaching (d=0.68), Service Learning (d=0.58) work well | The key to evaluate is student reflection and assessment. This ties in well with the core strategy of Feedback (d=0.64) and/or Self-Reported Grades (d=1.33). It involves students assessing their own work. Both encourage students to take ownership of their learning efforts. |
Example: Build background knowledge on exploding hoverboards. The question is, “How do hoverboards work and are they safe?” Students use the jigsaw method to study six different aspects of the topic, building background knowledge. | Example: Have students use a tool like Wakelet to collect their individual word maps from Google Slides or yED Live. Students would work alone to further create word maps or Frayer Models from their research in ENGAGE stage. | Example: Students would create their own concept maps they could add onto over time. Again, a tool like yED Live, Bubbl.us, Popplet, Coggle, or a paper-n-pencil would work well. | Example: Students return to the original problem that engaged them, exploring nuances they may have missed. Now that they have background knowledge, they can apply it to a new situation then express a solution in a variety of media. | Feedback can take many forms as discussed in this blog series. Self-Reported grades can take the form of a personal grade tracker that includes space for personal reflection. Use of rubrics can make a big difference and you can find templates linked here. |
@mGuhlin
Making Google Connections to 5E Model and Strategies
ENGAGE Activities that capture the students’ attention, stimulate thinking, and help them access prior knowledge. Begin with “How” or “why.” | EXPLORE Enable students to explore ideas, alone and in groups. Provide time to think, plan, investigate, and organize information. | EXPLAIN Students acquire opportunities to connect their previous experiences and to make conceptual sense of the main ideas of the topic being studied. | ELABORATE Students apply or extend previously introduced concepts and experiences to new situations, applying knowledge to new skills. | EVALUATE Students with their teachers, review and assess what they have learned and how they have learned it. Summative assessment. |
Transfer Learning Strategies | ||||
The teacher creates a problem narrative or engagement that drops students into a research activity. One way to structure this is to place the jigsaw method in a scenario activity. The scenario makes the investigation of new information and group sharing a necessity. | Students work to organize collected information, alone or as a part of a team. They may decide to use a variety of strategies, such as the Modality Effect to organize content in textual, auditory, visual formats. Or, Vocabulary Programs to make word and concept maps. | Deep learning is about discovering the relationships in and among contents. Students could use Concept Mapping strategy (d=.64) to create hierarchical organization of information. Students would create the concept maps that they could continue adding to. | Students develop a solution to a real problem that incorporates their knowledge, communicating that in a variety of media formats. From a transfer learning perspective, Problem-Solving Teaching (d=0.68), Service Learning (d=0.58) work well | The key to evaluate is student reflection and assessment. This ties in well with the core strategy of Feedback (d=0.64) and/or Self-Reported Grades (d=1.33). It involves students assessing their own work. Both encourage students to take ownership of their learning efforts. |
Google Connection You can use Jigsaw Method in a variety of ways with Google tools, such as:�Jamboard: Set up a slide for each expert group to share their thoughts. Slides: Set up slides for home/expert groups. | Google Connection Create a Google Drawing or Slides for word map or Freyer Model Use Jamboard with graphic organizer presets or model how to use the drawing tools or post-its. | Google Connection Create a Google Drawing or Slides for word map or Freyer Model Use Jamboard with graphic organizer presets or model how to use the drawing tools or post-its. | Google Connection Create a Slides show to express a solution with audio/video embedded Create a Google Docs with TOC, embedded content such as a hyperdoc or multimedia text set | Google Connection Use Google Sheets to create a personal grade tracker Make a rubric in Google Classroom or have students do that in Google Docs with links to their products |
@mGuhlin