Action Plan Goal
(same as in action plan):
By 2017, Kountze
High School will achieve an Exemplary campus rating.
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Action Plan
Objective (same as in action
plan):
By 2014, 75% of
all sub groups testing in grade 9 will meet or surpass the state standard for
Math TAKS.
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Topic of
professional development: 5E Model of Instruction
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Subtopics (if
applicable): Designing rigorous, inquiry-based instruction to maximize
student engagement and achievement in Mathematics.
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Grade Level:
9-12
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Facilitator:
Janna Smith: Region
5 ESC Math Coordinator
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Location:
Kountze High
School Library
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Start Time:
8:00 a.m.
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End-Time:
3:30 p.m.
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Strategy/ Activity
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Purpose
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Description
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Steps
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Estimated Time
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Welcome and
introduction
|
To familiarize
staff with the necessity, purpose, and goals of the staff development
session.
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In this section
the facilitator will introduce herself and describe the agenda and goals of
the day.
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1. Short welcome
by Kountze administrator
2. Facilitator and
participant introductions and agenda for the day
3. Discuss goals
of the 5E Model of Instruction Training: become familiar with the 5E Model of
Instruction from the viewpoint of teacher and student, discover the power of
the 5E Instructional Model, discover how differentiation and resources work
with 5E, and plan a 50 minute lesson for the first unit.
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8:00-8:20
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Engage in the 5E:
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To understand
the “Engage” stage of the 5E Model of Instruction
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The participants
will watch a short video showing the nature of change and answer a series of
discussion questions designed to get teachers thinking about the day’s
training.
|
1. Watch youtube
video, “Did You Know? 3.0.”
2. Ask the
following questions: How has technology changed in the last 20 years? What
change has taken place in communications? What is something you have now that
you couldn’t live without? Was that object around 20 years ago? How has your
job changed?
3. Read the
following quote by Charles Darwin and ask the participants to discuss at the
table what the quote means: “It is not the strongest that survive, nor the
most intelligent, but the one most responsive to change.”
4. Facilitate a
discussion regarding the need for change within the classroom.
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8:20-8:40
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Introduce 5E
Model through Research
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To understand
the origin of and research behind the 5E Model
|
The facilitator
will share a series of facts regarding the beginnings of the 5E learning
cycle and discuss the power of the 5E Model.
|
1. Share the
following facts with the participants: 5E Model is based from the SCIS Model
of Instruction by researchers Atkins and Karplus in 1967, 5E was originally
proposed by the Biological Science Curriculum Study (BSCS) in the late
1980’s, James Barufaldi introduced 5E to University of Texas education
students, sometimes called the inquiry method.
2. Discuss the
following powerful reasons for using 5E in the math class: effective teaching
strategy in enhancing students understanding and achievement, helps students
develop their own frames of thought, uses collaboration and cooperative
groups to aid in student learning, places teacher in more of a facilitator
role, puts the responsibility for learning on the shoulders of the students,
facilitates learning more effectively for a broader range of students that
traditional “lecture-first” strategies, promotes greater retention of subject
matter than traditional strategies.
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8:40-9:00
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Explore the 5E
Model of Instruction
|
To understand
the “Explore” phase of the 5E Model of Instruction
|
The participants
will play the role of students in a 5E classroom by “exploring” the 5 components
of the 5E Model and what that looks like in instruction.
|
1. Break session
participants into 10 small groups, divided 5 groups on each side of the room.
2. Each group
will get a file folder with information and research about one of the 5E’s on
the left. One group will have Engage, one will have Explore, etc. The right
side of the folder will have several pieces of scratch paper stapled in.
3. Each group
will read the folder information as a group and respond by writing
reflections, activities for the phase, etc.
4. After 10
minutes, the group will pass their folder to another group and receive a new
folder. Group members will respond the same as the previous step. Groups are
not allowed to write “ditto,” but can say, “We agree because…” The group will
repeat the process until it has seen each stage of the 5E Model.
5. Each group
keeps the last folder they were passed.
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9:00-10:00
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Break
|
Break
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Break
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Break
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10:00-10:15
|
Explain the 5E
Model of Instruction
|
To understand
the “Explain” phase of the 5E Model of Instruction
|
The participants
will play the role of students in a 5E classroom by “explaining” the 5
components of the 5E Model and what that looks like in instruction.
|
1. Each group
should still have the last folder from the “Explore” phase of the activity. Two
groups will have Engage, two will have Explore, etc.
2. Each group
will find the other group that has the same component and form one large
group.
3. Each large
group will decide the purpose of the “E,” activities that can be used, and
why it is important.
4. Each group
will create and present a presentation to teach the whole room about the “E”
they are working on.
5. Facilitator
will fill in any gaps made throughout the presentations.
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10:15-11:15
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Lunch
|
Lunch
|
Lunch
|
Lunch
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11:15-12:45
|
Elaborate on the
5E Model of Instruction
|
To understand
the “Elaborate” phase of the 5E Model of Instruction
|
Participants
will come together in subject area groups to create a 5E lesson for their
first unit of instruction.
|
1. Sit in
subject area groups, i.e. math with other math teachers.
2. Participants
will individually create a 5E lesson for their first unit of instruction.
3. When
complete, content area groups will share their lesson ideas with each other.
4. Each group
will pick one lesson out of the group to share with the whole room.
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12:45-2:45
|
Evaluate
Understanding of the 5E Model of Instruction.
|
To understand
the “Evaluate” phase of the 5E Model of Instruction
|
Participants
will complete a foldable to assess their learning of information provided
during the 5E Model training.
|
1. Ask
participants to each get three different color pieces of construction paper
(found on the tables).
2. Participants
will complete the “Layered Look Book Foldable” using directions located in
the middle of the tables.
3. Stack three
sheets of paper (8 ½” x 11”) together, placing each consecutive sheet around
¾ of an inch higher than the sheet in front of it. Bring the bottom of both
sheets upwards and align the edges so that all of the layers or tabs are the
same distance apart. When all of the tabs are equal distance apart, fold the
papers and crease well. Open the papers and glue them together along the
valley/center fold.
4. On the title
page, label “5E Model of Instruction.” Each of the five pages that follow
will be labeled with the 5E’s of the 5E Model. On each of the pages,
participants will provide specific information learned throughout the day’s
session. This can be used as a reference tool throughout the year.
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2:45-3:15
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Putting It All
Together
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To examine
importance of having all stages of the 5E Model in place
|
Facilitator will
share specific data gathered regarding student achievement while using the 5E
Model.
|
1. Share the
following information with session participants:
Overall
achievement is 15% higher with 5E Model
Minority
achievement is 16% higher with 5E Model
Research from
BSCS 5E Instruction, 2006
2. Provide time
for questions and comments.
3. Closing
statements.
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3:15-3:30
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Wednesday, June 26, 2013
Professional Development Agenda
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