Tool D Converting Your Conceptual Flow, PQP and CCC (Tool A, B, C) into a 5 E Learning Sequence K-12...
-
Upload
aron-perry -
Category
Documents
-
view
218 -
download
2
Transcript of Tool D Converting Your Conceptual Flow, PQP and CCC (Tool A, B, C) into a 5 E Learning Sequence K-12...
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?