4 as of lesson planning powerpoint
DESCRIPTION
4 As lesson planTRANSCRIPT
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.” “If kids come to us from strong, healthy functioning families, it makes our job easier. If they do not come to us from strong, healthy, functioning
families, it makes our job more important.”
-Barbara Colorose
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s of 4A’s Lesson Planning
4 A’s in Lesson
planning
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ACTIVITY-Activate Prior Knowledge-Access prior knowledge/activate students’ schemas
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Methods: Gallery walk Brainstorming Concept mapping Games Q&A
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ANALYSIS/ABSTRACTIONAcquire new knowledge Promote higher order thinking – enable
students to make connections and interconnections between the course
material and real life experiences Foster inquiry throughout lessons and
among students
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Methods: Leaning logs Guest speakers Mini lessons Active reading Viewing + listening Note making Group discussions □ Journals Visual representations
□ Role play□ Think/pair/share
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ApplicationConsolidate what has been learned
and make it relevantMethods:Learning logs Exit Slips Sharing of products Debriefing on process
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Performances Publications Real world activities Scenario Simulation Demonstration Case study
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Assessment• Assess what has been learned and what needs to be further developed
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METHODS:
□ Gallery walk□ Brainstorming□ Concept mapping□ Leaning logs□ Guest speakers□ Mini lessons□ Active reading
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□ Learning logs□ Exit Slips□ Sharing of products□ Debriefing on process□ Quizzes□ Open and closed book tests□ Think/pair/share□ Small conferences
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INTEGRATION OF 5 E’S
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The 5 E lesson basically supports inquire based
instruction. It allows children to make
discoveries and to process new skills in an engaging way. Teachers can also adequately plan power
objectives more effectively by using the 5E process.
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Children are not just learning with this method
they are more knowledgeable about their
own metacognition, as they are coached along
and not dictated by teachers merely lecturing.
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. The role of the teacher is to facilitate and support
students as they use prior knowledge to build new
knowledge. The 5 Es are: Engage, Explore, Explain,
Elaborate and Evaluate. When planning a lesson each of
these areas should be completed. Often times these lessons may take a few days
to complete
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PHASES OF 5 E’S:EngageMake connections between past
and present learning experiencesAnticipate activities and focus
students' thinking on the learning outcomes of current activities. Students should become mentally engaged in the concept, process, or skill to be learned.
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These lessons mentally engage the students with an event or question. Engagement activities help students to make connections with what they know and can do.
What the Teacher Does Creates interest Generates curiosity Raises questions Elicits responses that uncover what the
students know or think about the concept/topic
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What the Student Does
Asks questions, such as Why did this happen? What do I already know about this? What can I find out about
this?Shows interest in the topic
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Explore This phase of the 5
E's provides students with a common base of experiences. They identify and develop concepts, processes, and skills. During this phase, students actively explore their environment or manipulate materials.
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What the Teacher Does Encourages the students to work together
without direct instruction from the teacher
Observes and listens to the students as they interact
Asks probing questions to redirect the students’ investigation when necessary
Provides time for students to puzzle through problems
Acts as a consultant for students
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What the Student Does Thinks freely, but within the limits of the
activity Tests predictions and hypothesis Forms new predictions and hypotheses Tries alternatives and discusses them with
others Records observations and ideas Suspends judgment
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Explain This phase of the 5 E's helps students
explain the concepts they have been exploring. They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. This phase also provides opportunities for teachers to introduce formal terms, definitions, and explanations for concepts, processes, skills, or behaviors.
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What the Teacher DoesEncourages the students to explain
concepts and definitions in their own words
Asks for justification (evidence) and clarification from students
Formally provides definitions, explanations, and new labels
Uses students’ previous experiences as the basis for explaining concepts
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What the Student DoesExplains possible solutions or answers to
othersListens critically to one another’s
explanationsQuestions one another’s explanationsListens to and tries to comprehend
explanations the teacher offersRefers to previous activitiesUses recorded observation in explanations
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Elaborate: This phase of the 5 E's extends
students' conceptual understanding and allows them to practice skills and behaviors. Through new experiences, the learners develop deeper and broader understanding of major concepts, obtain more information about areas of interest, and refine their skills.
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What the Teacher Does Expects the students to use formal labels,
definitions, and explanations provided previously Encourages the students to apply or extend the
concepts and skills in new situations Reminds the students of alternative explanations Refers the students to existing data and
evidence and asks: What do you already know? Why do you think…? (Strategies from Explore apply here also.)
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What the Student Does Applies new labels, definitions,
explanations, and skills in new, but similar situations
Uses previous information to ask questions, propose solutions, make decisions, design experiments
Draws reasonable conclusions from evidence
Records observations and explanations Checks for understanding among peers
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EVALUATE This phase of the 5 E's encourages
learners to assess their understanding and abilities and lets teachers evaluate students' understanding of key concepts and skill development.
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What the Teacher Does Observes the students as they apply new
concepts and skills Accesses students’ knowledge and/or skills Looks for evidence that the students have
changed their thinking or behaviors Allows students to access their own
learning and group-process skills Asks open-minded questions, such as Why
do you think…? What evidence do you have? What do you know about it? How would you explain it?
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What the Student Does
Answers open-ended questions by using observations, evidence, and previously accepted explanations
Demonstrates an understanding or knowledge of the concept or skill
Evaluates his or her own progress and knowledge
Asks related questions that would encourage future investigations
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