In chapter 4 the authors: Bass, Contant, and Carin went into some detail on the 5 – E’s model of instruction. Before this semester I had never heard of the 5 E’s model before. After looking at the year in which it was developed, it must have been around when I was in school. It must be one of those things that I did not take with me from school. If it was used, I do not remember it.
I liked the idea of using the 5 – E’s with science class for elementary students. Each of the 5 – E’s seems to cover everything they need to know, but in a way that they can do things for themselves. This would allow students to learn, investigate, and solve problems on their own terms and not feel like they are being forced to learn things one way. This brings some variety to how they learn. The students are able to learn for themselves and do things for themselves. If all of the steps are followed correctly, the students will get everything that a lecture would give them, but they would be able to discover things on their own.
I also really liked one of the tables that were in the chapter, table 4 – 2. This table was very detailed as to what should be done by the student and teacher. I feel that this would be a good outline when designing lesson plans. It appears that if you follow this model, you should not be missing anything when you are preparing your plans. The fact that the authors included what not to do as well as what to do seem to make it more clear as to what exactly needed to be done.
The authors of this book really do a nice job at making the material being presented easy to read and easy to understand. The authors are very clear as to what information means and how to implement the material into a lesson plan for you as a future teacher. Everything that I have read so far, I could use to benefit my future students and to make my lesson plans even better so that each and every student of mine will benefit from and get the most out of it. This is an important key item since I would want each and every student to get the most out of my lesson plans, as would most teachers.
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In my 20+ years of classroom practice and thinking about these things, I have found no model as rich and comprehensive as the 5-E model of instruction. So I echo your comments. More thoughts . . .
ReplyDeleteThis 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.