Tool D

Converting Your Conceptual Flow, PQP and CCC (Tool A, B, C)

into a 5 E Learning Sequence

K-12 Allia

nce

Session Outcomes

Recall the Key Findings of How People Learn

Reconnect and build on NGSS Tools A, B, and C

Learn about Tool D to design a 5E learning sequence

Prep for the Grade Level Learning Sequence Sessions

How Do You Currently Plan for Student Learning?

Individual Quickwrite

Share with Group

Planning for Student Conceptual 3D Learning

How People LearnImplications for Instruction

Prior Knowledge

Conceptual Frameworks

Metacogntition

Memories….What do you remember about:

Tools A Conceptual Flow

Tool B PQP Chart

Tool C: Cross Cutting Concepts

Use your handouts as a basis for your group discussion

PQP Chart

K-12 Alliance/WestEd ‘14

Tool DFrom Conceptual Flow to Preliminary Sequence to 5Es

5E Learning Sequence

5E Learning SequenceBig Ideas

Starts with phenomenon

Is student-centered; not teacher-directed

Moves students from their prior knowledge to the concepts you want students to learn

Provides 3D learning

Takes place over time—but not in one period/lesson!

Analysis of Ms. Rivera’s 5 E Learning Sequence

1. Identify a Learning “Chunk” from the CF

2. Arrange concepts in a preliminary sequence

3. Use template to “build out” the sequence

4. Create 5E stages for entire sequence using the concepts as the “backbone” of instruction

5. Refine

Select ALearning “Chunk”

Preliminary Learning Sequence Template

Building Understanding over TimeWhat concepts:

might students have as prior knowledge? Place the card (s) at the beginning of the sequence

do students need to explore to build their understanding of the DCIs? Place those cards next

should students explain to demonstrate their understanding? Place those cards next

might students need for application? Place these cards so that they connect student explanation and student final evaluation

Might students express as a final understanding of the learning sequence?

Read Ms. Rivera’s 5 E Learning Sequence

In Your Group:

Everyone read background and your assigned day

Circle what the teacher does; underline what students do; highlight the concept

Create a sentence strip with a column for “teacher does”, “student does” and “concept.” Fill in the sentence strip based on your reading.

Create one sentence strip for each day

As a group of 7 days

Beginning with day 1, share the sentence strip and place on the wall.

Continue sharing and building the 5E on the wall until all days have been shared.

Review the Concept Column

Design the 5E Learning Sequence

What teachers are doing

What students are doing

Science Concepts(DCI, SEP, CCC)

Use the concepts from the preliminary sequence to develop the Instructional Conceptual Flow

Original 5E Instructional Model Developed by BSCS. Concept Column added by K-12 Alliance/WestEd

Modified 5E Instructional Model

Identify the 5EsStudents….

Engage: express prior knowledge

Explore*: “mess” around with the concept

Explain*: tell/show what they know about the concept

Elaborate: apply what they know about the concept

Evaluate: summarize what they understand about the concept

*may be multiple stages

Backwards Mapping

What teachers are doing

What students are doing

Science Concepts(DCI, SEP, CCC)

Use the SEP, CCC and CCSS from the Preliminary Sequence Template to Identify What Teachers and Students Are Doing to Address the Concept

Ms. Rivera’s PreliminaryLearning Sequence Template and

5E Learning Sequence Outline

Ms Rivera’s 5E Learning Sequence Outline

Tool D ReviewRefer to Your Conceptual Flow, PQP

Chart and Cross Cutting Concepts

Select a Learning “Chunk”

Determine a Preliminary Learning Sequence and complete the Preliminary Learning Sequence Template

Create the 5 E Learning Sequence

Design learning experiences for each day

Tool D ReflectionWhat are 2 things you want to remember

about Tool D?

Based on what you understand about tool D, what is 1 thing you will be looking for in your grade level lesson in the next session?