In a previous curriculum class, I was taught the 5E Model of Instruction. I designed a Language Arts unit using this format. I recall having to get creative and think deeply about what it was I wanted the students to learn. Having read this chapter, I was reintroduced to this practical approach to teaching and think it is a more engaging and effective teaching method.
One element that surprised me was that direct instruction and textbook approaches could be used with the 5-E Method. Research from Klahr and Nigam strongly support this. There is a place for direct instruction, such as during the “explain” phase of the 5-E method. In addition, many textbooks are being written to include inquiry lesson plans and the use of text book information to supplement prior learning or to fill in the gaps.
I found the example of Ms. Jackson’s classroom (97-101) to be especially useful. It gave me solid ideas to use for my unit and a great suggestion on how to engage my class. Reading this helped me to understand the 5-E method a bit better and gave me a useful blueprint and ideas for future use.
I do wonder about the explore portion of the method. I am not entirely sure I understand appropriate activities to give my class during this phase. I also am once again thinking of how to adapt this method to my students with special needs. My initial thoughts are: the “engage” portion is excellent for exceptional learners. These students in particular struggle with actively engaging with the curriculum and understand the focus of the lesson. I am concerned with the “explore” phase and am thinking a more structured activity would be best. Or I could perhaps assign my students with ADHD to be the “materials manager.” Perhaps that would be an effective way to engage them and make their hyperactivity work for them. It really would depend on the type and severity of exceptionalities, though. I do believe, for the most part, my students will be able to explain their observations. I might need to modify the elaboration portion, but overall, I think this method would be quite effective for my exceptional learners.
Subscribe to:
Post Comments (Atom)
The beauty of the 5-E model is that it does, indeed, allow for the use of more traditional methods of instruction while keeping the focus on inquiry!
ReplyDeleteThe "explore" phase is not meant to be unstructured. It is, in fact, a structured part of the lesson in which students puzzle over the question that has been posed to them.
Your thoughts about the diverse needs of students are spot on! You will need to think about how to adjust learning tasks so that every student has an opportunity to learn! There are no simple answers. Sometimes it's a matter of try-as-you-go.
This is an interesting chapter. The authors, clearly, do not rule out the use of other, more traditional, teaching methods. However, the authors are just as insistent about their preferred approach to teaching science. When it comes to teaching scientific THINKING, inquiry methods rise to the level of best practice. For many in the profession, the 5-E model is, arguably, the best articulated approach to teaching scientific inquiry.