Authentic Lessons for 21st Century Learning

Professional Learning
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From Theory to Practice: The 5E Learning Model

Brittany Bowens, Shelby Blackwood, Laura Halstied, Laura Young, Tanner Lusher, Sherry Franklin, Rachelle Johnson, Michael Grubb, Amber Smith, Corrie Matchell | Published: October 2nd, 2024 by K20 Center

Summary

In this professional learning session, participants explore the structure of a 5E lesson. They evaluate a model lesson from LEARN, determining how each section addresses components of Authenticity. Participants then examine resources on the 5E Model and discuss their findings. Next, participants work together to determine how the model lesson could be modified to best work in their classrooms. These modifications are put into practice as participants facilitate the lesson in small groups. The experience is then reflected on, and opportunities for improvement are discussed.

Essential Questions

How does the 5E lesson framework support authentic teaching and learning practices?

Learning Goals

  • Demonstrate knowledge of authenticity and principles of 5E on a LEARN lesson.

  • Modify and facilitate a 5E lesson.

Snapshot

Engage

Express prior knowledge of the 5E Lesson Model using the Fist to Five strategy.

Explore

Review and vet a LEARN lesson to determine how its content aligns with the model and Authenticity.

Explain

Examine resources that elaborate on the 5E Model and discuss those ideas using the S-I-T instructional strategy.

Extend

Analyze, modify, and facilitate a LEARN lesson from the Explore section.

Evaluate

Reflect on peer teaching experiences and identify opportunities to improve teaching practices.

Materials List

  • Presentation Slides (attached)

  • Laptop or tablet

  • Vetting Design and Feedback for 5E Lessons handout (attached; one per participant; print two-sided) 

  • 5E Lesson Framework Reading handout (linked; one per participant; print two-sided)

  • Lesson Modifications handout (attached; one per participant; print two-sided)

  • Peer Teaching Reflection handout (attached; ½ page per participant)

  • Materials for the model lesson of your choice

Engage

5 Minute(s)

Use the attached Presentation Slides to guide the lesson. Begin the session by to displaying slide 2 and introducing yourself to the participants.

Transition to slide 4 and ask participants to demonstrate their current level of understanding of the 5E framework using the Fist to Five instructional strategy. Invite participants to hold up a number that demonstrates their current level of understanding of the 5E framework. Acknowledge the level of understanding in the room.

Transition to slide 5 and slide 6 and briefly highlight the session’s essential question and objectives. These will serve as a roadmap for the session and inform participants of what to expect.

Explore

15 Minute(s)

Introduce participants to the 5E Lesson Framework on slide 7. Move to slide 8. Pass out a copy of the printed model lesson instructions, the Vetting Design and Feedback for 5E Lessons handout and the Authentic Lesson Reflection Tool handout to each participant. Ask participants to identify portion of the model lesson that align with each 5E component and the components of authenticity. Have participants discuss their reasoning as a group and tell them to be prepared to share out.

Provide participants adequate time to read the model lesson and handouts. Once most participants have had time to read the materials and discuss the various components, ask groups to share out. After groups have shared their responses, ask them to set the model lesson aside for later.

Explain

20 Minute(s)

Transition to slide 9. Hand out the 5E Lesson Framework Reading handout. Invite participants to read the handout and use the S-I-T (Surprising, Interesting, Troubling) instructional strategy to consider the following questions:

  • What is one surprising fact or idea you read?

  • What is one interesting fact or idea you read?

  • What was one thought-provoking fact or idea you read?

Once participants have had adequate time to read the handout, transition to slide 10 and play the video What is the 5E Instructional Model? After playing the video, invite participants to add any additional responses to their S-I-T answers.

Display Slide 10 to share the K20 Center’s 5E Instructional Model video and inform participants that they can add any additional responses to their S-I-T. After the video, move on to Slide 11 and have participants discuss in their groups their responses to the S-I-T and what the 5E model could look like in their classrooms.

Move to Slide 12 and discuss as a whole group the following prompts:

  • What are some reasons why you would need to modify a lesson?

  • Is it possible to still have an authentic lesson if you modify or remove an E? Why or why not?

Extend

90 Minute(s)

Ask participants to retrieve their lesson from earlier. Break participants into groups of five and inform them that they will participate in a peer-teaching activity. Introduce participants to Peer Teaching on Slides 13–14. Provide each group with their lesson materials, and ask participants to divide up the Es for the lesson among their group. As a group, they should decide how to split up the lesson to teach it within 60 minutes. After they have decided on the time allocation for each E, pass out the 5E Lesson Modifications handout. Individually, they should determine how they would modify their portion of the lesson to fit the given time frame and their personal style while still satisfying the components of their self-assigned E.

After each person has made modifications to their E, have participants begin the lesson, where each will facilitate their E to their group members, who will act as the audience. After each person facilitates their E, direct the others in the group to note feedback or ideas on the back of the 5E Lesson Modifications handout to share after everyone has presented.

Evaluate

10 Minute(s)

Display Slide 15 and pass out the Peer Teaching Reflection handout. Ask participants to reflect and respond to the following prompts:

  1. How did the experience of teaching your peers impact your understanding of Authenticity in the context of education?

  2. In what ways did you incorporate your personal teaching style? How did this influence the reception of the lesson by your peers?

  3. After receiving feedback from your peers, how comfortable are you with facilitating a 5E lesson?

  4. How do you plan to further cultivate Authenticity in your future teaching experiences based on what you learned from this peer teaching opportunity?

Provide time for participants to share their responses.

Transition to slide 16 and invite participants to reflect on the different instructional strategies they saw used throughout the session and consider the impact these strategies had on their understanding or approach.

As they reflect, pass out one copy of the Instructional Strategy Note Catcher handout to each participant. Invite participants to fill in the first column with their thoughts on the impact each strategy had on their understanding. Ask participants to fill in the second column with their ideas about how to integrate each strategy into their teaching practices.

If time permits, invite participants to share out their ideas about how they could use the instructional strategies in their classrooms.

Research Rationale

In the 5E format, students take ownership of their learning by creating their own understanding through inquiry and discovery. Unlike traditional teaching models where the teacher is the “sage on the stage,” imparting expertise to passive learners (Morgan & Ansberry, 2013), the 5E model engages students in recalling prior knowledge and testing their preconceived ideas against new information. This approach provides a framework for student-centered learning. Students Engage in assessing prior knowledge, Explore new concepts through hands-on experiences, Explain and summarize their discoveries, Extend their understanding to new situations and Evaluate their grasp of the material.

Resources

Publisher

K20 Center

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Downloads

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Standards

InTASC Model Core Teaching Standards (K-12th)
3d: The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
3p: The teacher is committed to supporting learners as they participate in decision making, engage in exploration and invention, work collaboratively and independently, and engage in purposeful learning.
4l: The teacher knows and uses the academic language of the discipline and knows how to make it accessible to learners.
6k: The teacher understands the range of types and multiple purposes of assessment and how to design, adapt, or select appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias.
8l: The teacher knows when and how to use appropriate strategies to differentiate instruction and engage all learners in complex thinking and meaningful tasks.

Facilitator Resources

Click on a file type icon to download an attachment.

  • Session Slides—From Theory to Practice

Learner Handouts

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  • Instructional Strategy Note Catcher—From Theory to Practice
  • Lesson Modifications—From Theory to Practice
  • Peer Teaching Reflection—From Theory to Practice
  • Vetting Design and Feedback for Lessons—From Theory to Practice

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