Integrating Technology into the 5 E Learning Model Stephanie Nowak Science Regional Network Leader...
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- Slide 1
- Integrating Technology into the 5 E Learning Model Stephanie
Nowak Science Regional Network Leader February 12, 2015
- Slide 2
- Ohios NLS Three Common Instructional Shifts Build a Deep
Understanding of Content Craft Responses Based on Evidence **Use
Technology
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- Key Areas of Focus in Ohios NLS Scientific Practices Reading
Scientific Texts Closely Writing from Sources Building Disciplinary
Knowledge
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- evaluateengageexplore evaluateengageexplore Science Practices
and the Learning Cycle explainextendevaluate
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- Engage Explore Explain Extend Elaborate 5 E Learning Model
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- Enables teachers to scaffold their students in framing
questions, grappling with data, creating explanations, and
critiquing explanations all important components of inquiry Select
instructional materials that promote inquiry Assess students
abilities in multiple ways Deep not Broad
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- 5 E Learning Model The 5 E's is an instructional model based on
the constructivist approach to learning, which says that learners
build or construct new ideas on top of their old ideas.
Constructivism is a learning strategy that draws on students'
existing knowledge, beliefs, and skills. With a constructivist
approach, students synthesize new understanding from prior learning
and new information.
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- Integrating technology is a critical part of instruction and in
preparing students for success.
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- Key Science Concepts Grade 3 Technology can be used to analyze
and compare test results, connect to other classrooms to compare
data or share samples, and document the findings.
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- Technology Integration What? a. What is the instructional goal?
b. What technologies are available? c. What technologies would the
educator like to use?
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- Who is being targeted for the infusion of technology? a.Whole
group? b.Flexible group? c.Students with differentiated needs?
Technology Integration
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- Where will the technology be delivered? a. In the classroom
using a teacher presentation system? b. In the classroom computer
center? c. In the computer lab? d. With resource/peer support?
Technology Integration
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- When will the technology infusion take place? a. As a warm-up
or wrap up activity? b. After a particular lesson? c. What is the
timeline? Technology Integration
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- Engage MOTIVATION initiates and sustain students engagement in
inquiry. Multiple entry points
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- Explore Ask questions that can be tested Manipulate materials
Student Centered Investigations Design Process
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- Explain Guided Questions the How and the Why? Learn from
mistakes and failures build upon knowledge and develop new
conclusions based on testing and evidence. The jar is made of
translucent glass, however, and all surviving pots of Dr. Berrys
concoction are opaque or opalescent glass.
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- Expand Deepen Understanding Often inquiry leads to more
questions then answers expanding knowledge of content
addressing
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- Expand Focused on Scientific Ways of Knowing and Science and
Technology.
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- Evaluate Ongoing Formative & Summative Variety of
Strategies: Entrance, Exit Tickets Journaling Concept maps,
authentic assessment, rubrics, conferencing Learning target
assessed
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- Text in an inquiry learning cycle Engage Generate interest
Build or activate prior knowledge Spark questions Narrative
expository Journal Biography Explore Guide students in designing
investigations Classify organisms How-To Field Guides Data
Charts
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- Text in an inquiry learning cycle Explain Develop
understandings gained in inquiry Mentor texts for representing data
and communicating results Reference Explanation Expand Generate new
questions Apply knowledge to real world situations Connect
knowledge All genres
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- Science Content Based on Real World Evidence Connect text to
hands-on experiences Use academic vocabulary Integrating Science
and Balanced Literacy
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- Authentic context Focus on informational text Teach literacy
skills Integrating Science and Balanced Literacy
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- Question Characteristics encourage investigation examine
natural phenomena rely on evidence-based responses relevant
open-ended Testable Questions
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- Question TypesAmelia Earhart Examples Attention-focusing Could
the Freckle Cream Jar really belong to Amelia? Measuring and
counting What distance did her plane fly before disappearing?
ComparisonHow are the jars alike how are they different? Action
What happens when the meal worm is moved into the light?
Problem-posingCan you find evidence to support or refute that this
jar belonged to Amelia? Reasoning The jar found is milk glass
something not made at the time Amelia disappeared. How do you think
it got to the island? Testable Questions
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- Evidence Centered Design Shift Start with the End in Mind
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- Evidence Centered Design
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- Incorporation of Technology Science Quality Review Rubric Uses
appropriate technology and media strategically and ethically to
deepen learning and draw attention to scientific evidence.*
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- Technology Integration
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- Google Docs and Forms Skype Read and Write for Google Padlet
Nearpod
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- education.ohio.gov
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- Contact Information Stephanie Nowak Mentor Public Schools Third
Grade Teacher Dale R. Rice Nowaks@Mentorschools.org
@StephNowak3
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- Social Media @OHEducation ohio-department-of-education Ohio
Families and Education Ohio Teachers Homeroom OhioEdDept
storify.com/ohioEdDept