Models of lessons 5E/Inquiry lesson model

 5E Model

This  model was developed to teach biology and integrated sciences, but has since become popular in mathematics, as well as other content areas. This model takes a "discovery" approach to learning, making it similar to other inquiry models. 

Steps of the Model

    1. Engagement     

•     Teacher activates students' prior knowledge through short activities that promote curiosity and connect to previous knowledge. 
• This activity should make connections between past and present learning experience, expose prior conceptions, and organize student thinking toward the learning indicators of the lesson. 

    2. Exploration

• Experiences in this stage provide students with a common base of activities within which current concepts, processes, and skills are identified. 
• During lab activities, students use their prior knowledge to generate new ideas, explore questions, and design and conduct a preliminary investigation. 

    3. Explanation

• Focuses students' attention on a particular aspect of the past two steps and provides opportunities for them to demonstrate their conceptual understanding, process skills, or behaviors. 
• During this time, teachers can also directly introduce a concept, process, or skill. 
• Learners explain their understanding of the concept. The teacher or curriculum guides them towards deeper understanding. 

    4. Elaboration   

• Teacher challenges students' conceptual understanding and skills. 
• Through new experiences, the students develop deeper and broader understanding. 
• Students apply their understanding of the concept by conducting additional activities. 

    5. Evaluation

• Students assess their understanding and abilities. 
• Teachers evaluate student progress toward achieving objectives and indicators. 

Inquiry Model

In this model, students solve problems emphasizing skills, knowledge, and dispositions for thinking systematically. They are not only learning problem solving and thinking skills, but also develop knowledge of academic content within a contextual problem. This model is particularly useful when trying to teach the procedural knowledge of problem-solving. 

Steps of the Model

1. Identify or Present/Pose a Problem or Question
• The teacher provides a problem or in open inquiry students determine the problem. 
• This problem is the focus of the investigation of the lesson. 
• Be sure that students have the prerequisite skill necessary for the lesson (this does not mean they have to know everything about the problem, but do they have the investigation skills they need, and do they understand the problem). 
2. Make Hypothesis
• Students will make a hypotheses (or inferences) before gathering or analyzing any data. 
• Teacher can guide students by brainstorming a list of hypotheses as a whole group, and then let students determine which hypothesis to explore. 
3. Gather Data
• Students gather data related to the problem. 
• Depending on student skills, they may develop their own strategies for investigation or teacher can provide various data. 
• Data can be readings and videos, but it can also be experiences and experiments 
• Teacher should provide appropriate scaffolding
4. Assess Hypothesis (analyze data)
• Students analyze data to determine whether it supports or refutes their hypothesis. 
• Students determine how and why their hypothesis is correct or incorrect. 
5. Generalize about Findings
• Students make conclusions about the insights they identified through discovery and exploration. 
• Are their findings applicable to similar topics? 
6. Analyze the Process
• Metacognitive reflection on the entire process. 
• Students reflect on their own approaches, what they learned, and how their knowledge grew through the process

GRASPS and authentic assessments

 Goal (what student is trying to accomplish

Role

Audience

Situation/Scenario

Product/Performance (What is being turned in)

Standards for Success (requirements for students to meet AKA rubric)

Characteristics of authentic assessments

1. Resemble real world tasks and activities. 

2. Can be structured as written or oral assessments completed individually, in pairs or groups. 

3. Often presented as ill structured problems with no right answer. 

4. Ask students to communicate their knowledge orally or in writing to a specific audience and for a specific purpose. 

5. Usually asks students to address either professional or lay audiences. 

Backwards Design and Organizing Content

Scope, focus, sequence, alignment

 Scope--everything you could teach within a set course. 

    -will always be more than you could actually teach. 

Focus--Narrowing down--decide what to actually teach

    -Use standards

    -things students find interesting

    -applicable

Sequence--Order you are teaching in

    -chronological 

    -thematic

    -simple to complex

Alignment--Lining everything up 

    -Working towards the same outcome

Objectives: Global, educational and learning. 

Global objective: what is the purpose? 

Educational objective: strands and standards

Learning objective: lesson sized chunk

Backwards Design

1. Identify desired results (goals and objectives)

2. Determine acceptable evidence (assessments)

3. Plan learning experiences (lessons)

Differentiation

 Not in the ZPD yet:

Differentiation: Changing parts of the classroom to meet the students' needs. 

Differentiate (content, process, product environment) for (readiness, interest, profile, or aspect) by ________. 

Internal to Student, things we can't control: 

Readiness: Knowledge, understanding, skill

Interest: What makes them passionate and curious

Profile: How they are learning along with demographics, disabilities, language and culture.  

Affect: Emotions and relationships, how they feel about themselves and the class. 

External to the student, parts of the classroom: 

Content: What the teachers are teaching/specific topics. 

Process: How the student makes sense of the content/how you teach. 

Product: How they show what they know (assessment)

Environment: Tone of the class, physical or emotional. 

Vygotsky

 Zone of Proximal Development

• More Knowledgeable Others

• Mentors

• Teachers

• Parents

• Role Models on TV

• Peers

• The “sweet spot” - not too easy and not too hard

The concept of the Zone of Proximal Development has a subtle authoritarian tinge which distinguishes it, for instance, from Piaget's more democratic and individualistic emphasis on discovery learning.

Example of Vygotsky Moment EdTPA

Prior to lesson 1 they are signing the vocabulary with me, lesson 1 they are practicing with each other as I scaffold their learning, and lesson 2 they sign with each other and sign on their own. By the end, they would have had the opportunity to grow their zone of proximal development that Vygotsky teaches. They would not have been able to do this on lesson 1 nor at the beginning of lesson 2 (but close). I am expecting that a transformation in the ZPD happens at the end of lesson 1 beginning of lesson 2.

However, it is a vital aid for my ELLs, IEPs, and 504s students who need the extra time to read and paraphrasing of written instructions. I will often use the whiteboard to add paraphrased instruction for these students as well. These visual aids and gestures are away for me to scaffold within my students’ individual zones of proximal development that Vygotsky taught.

Academic Language

 Academic Language

EdTPA History and social studies academic language

EdTPA History handbook

Summative vs Formative Assessment

 Brief Article Why is Assessment Important? 

Short Article Seven Keys to Effective Feedback

Short Video Formative vs Summative Assessment When to use which and why we use it. 

EdTPA Commentary

EdTPA commentary folder 

EdTPA Assessment commentary

EdTPA Instruction commentary

EDTPA Planning commentary

EdTPA Context for Learning

Unit Plan Cover Sheet

 Unit Plan Cover Sheet (did I already do this?)

EDSC4550: Backward Design Unit Plan Cover Sheet

Name and Section:			Subject and grade level
Unit Title: Unit Summary: Central Focus: Prerequisite Knowledge and Skills:
Core Curriculum Strands(s) and Standard(s):		Essential Questions:			Summary of Summative Performance Assessment:
Lesson Number/Title	Utah Core Strand/Standards (know)	Indicators/Specific Objective(s) (Do)		Instructional Plan Summary (including models and strategies)	Assessment Plan
Lesson #1:	(subject) Strand # ___: Standard # ___:				Pre-Assessment: Formative Assessment: Final Formative Assessment:
Lesson #2:	(subject) Strand # ___: Standard # ___:				Pre-Assessment: Formative Assessment: Final Formative Assessment:
Lesson #3:	(subject) Strand # ___: Standard # ___:				Pre-Assessment: Formative Assessment: Final Formative Assessment:
Lesson #4:	(subject) Strand # ___: Standard # ___:				Pre-Assessment: Formative Assessment: Final Formative Assessment:
Lesson #5:	(subject) Strand # ___: Standard # ___:				Pre-Assessment: Formative Assessment: Final Formative Assessment:
Lesson #6:	(subject) Strand # ___: Standard # ___:				Pre-Assessment: Formative Assessment: Final Formative Assessment:
Lesson #7:	(subject) Strand # ___: Standard # ___:				Pre-Assessment: Formative Assessment: Final Formative Assessment:

UVU Lesson Plan Direct Instruction

 Direct Instruction 

Step 1: Review Previously Learned Material

1. What are the steps of Backwards Design? 

2. What could those steps look like within a lesson plan? 

3. What do you already know about lesson plans? 

Backwards Design the steps are to 

1. Identify desired results. 

2. Determine acceptable evidence. 

3. Plan learning experiences and instruction. 

In a lesson plan it would be: 

1. Learning Objective. 

2. Assessments. 

3. Instruction and Activities for the lesson. 

Step 2: State Objectives for the Lesson

Indicator: Students will use the UVU Lesson Plan template to compose and aligned lesson plan in their content area using a particular model of instruction that includes multiple instances of formative assessment and differentiation for individual students. 

Short version: Compose an aligned lesson plan. 

Step 3: 

Section I and II

1. Start with the standards (copy and paste)

2. Central focus (borrow from edTPA, should be the same for 3-5 consecutive lessons)

3. Write your objective (verb + content)

4. Explore how the lesson aligns to the unit summative assessment. 

This is Backwards Design #1: Identify Desired Results

Step 4: Guided practice, assess performance,and provide corrective feedback. 

We did this already with the cognitive alignment tables. 

Section III

Academic language is part of section III and has 3 parts. 

1. Language Function what you expect your students to do with language during your lesson. Typically one verb, often same verb as learning objective. 

2. Language Demand what you expect students to do with language in your class. 

1. Vocabulary should include general academic and content specific vocab

2. Syntax OR discourse: Syntax how language is used in relation to other language. Discourse: Has to do with broad rules for using language 

3. Language support: What you the teacher are going to do to teach students the vocabulary and syntax for the lesson. Ex: 

1. I will provide instruction both written and verbally. 

2. I will define key words in context as I go. 

3. I will ask students to follow along, practice, and check their work with mine. 

4. I will use PowerPoint and visuals to facilitate understanding. 

https://uvu.app.box.com/v/secondaryedTPA Choose Academic language. 

https://uvu.app.box.com/v/secondaryedTPA/file/342581277156 

Present new material

Section IV: determine your preassessment, formative assessments and final formative assessment. Keep objective and assessment verbs aligned. 

This is Backwards Design step 2: Determine acceptable evidence

Skip to Section VII: Plan out your instruction including the steps to whichever model of instruction you are using. Plan learning experiences and instruction. Go to lesson plan cheat sheet.

Section VI: Differentiation and accommodation.  Use the modify ____ for _____ by…

Section V: Fill in! 

Blank lesson plan template doesn't really work well since it's in Microsoft word.

Can also try this one

 BLANK UVU Lesson Planning Guide

 

Name(s): EDSC 4550	Lesson length:
Grade Level: College Juniors	Subject: Curriculum

 

I. Standards
Utah State Core Curriculum Strand(s) and Standard(s):	InTASC Core Teaching Standards: Standard 2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Utah Core Literacy or Math Standard (secondary only):	CCSS.ELA-LITERACY.RST.11-12.1. Participate effectively in collaborative discussions with diverse partners, building on other’s ideas and expressing their own clearly and persuasively (a-d). CCSS.ELA-LITERACY.RST.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone. CCSS.ELA-LITERACY.RST.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative perspectives are addressed, and organization, development, substance, and style are appropriate to purpose, audience, and task.
Summative (Unit) Assessment:	This lesson will prepare students to prepare lesson plans for their group presentation, their lesson plan submissions, the final unit plan, and their edTPA/student teaching experience.
Central Focus:	Students will generate ideas of how to differentiate and build classroom community, while simultaneously learning a new student-centered model of instruction.

 

II. Intended Learning Outcomes
Learning Objective/Target/Indicator: (Know and Do)	Develop an understanding of Relational Equity and how it applies to teaching.

 

III. Academic Language
Language Function:
Language Demand
	Vocabulary:
	Syntax:
	Discourse:
	Mathematical Precision (math only):
Language Support:

 

IV. Assessment of Student Progress
Pre-assessment:
Formative assessments:
Final formative assessment:

 

V. Preparation
Students’ prior knowledge, skills and assets:
Student preparation (if applicable):
Teacher preparation:
Technology integration (as applicable):

 

VI. Addressing Learners’ Needs
Differentiation/Individualization:
Support for ELLs:
Accommodations/Modifications for IEPs/504s:

 

VII. Instructional Procedures (including models of instruction, strategies, assessments, differentiation, transitions, etc.)

GUIDED PRACTICE UVU Lesson Planning Guide

 

Name(s): EDSC 4550	Lesson length:
Grade Level: College Juniors	Subject: Curriculum

 

I. Standards
Utah State Core Curriculum Strand(s) and Standard(s):	InTASC Core Teaching Standards: Standard 2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Utah Core Literacy or Math Standard (secondary only):	CCSS.ELA-LITERACY.RST.11-12.1. Participate effectively in collaborative discussions with diverse partners, building on other’s ideas and expressing their own clearly and persuasively (a-d). CCSS.ELA-LITERACY.RST.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone. CCSS.ELA-LITERACY.RST.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative perspectives are addressed, and organization, development, substance, and style are appropriate to purpose, audience, and task.
Summative (Unit) Assessment:	This lesson will prepare students to prepare lesson plans for their group presentation, their lesson plan submissions, the final unit plan, and their edTPA/student teaching experience.
Central Focus:	Students will generate ideas of how to differentiate and build classroom community, while simultaneously learning a new student-centered model of instruction.

 

II. Intended Learning Outcomes
Learning Objective/Target/Indicator: (Know and Do)	Develop an understanding of Relational Equity and how it applies to teaching.

 

III. Academic Language
Language Function:
Language Demand
	Vocabulary:
	Syntax:
	Discourse:
	Mathematical Precision (math only):
Language Support:

 

IV. Assessment of Student Progress
Pre-assessment:
Formative assessments:
Final formative assessment:

 

V. Preparation
Students’ prior knowledge, skills and assets:
Student preparation (if applicable):
Teacher preparation:
Technology integration (as applicable):

 

VI. Addressing Learners’ Needs
Differentiation/Individualization:
Support for ELLs:
Accommodations/Modifications for IEPs/504s:

 

VII. Instructional Procedures (including models of instruction, strategies, assessments, differentiation, transitions, etc.)

 

 Lesson planning lesson plan

UVU Lesson Planning Guide

Name(s): Trevor Warburton	Lesson length: 50 minutes
Grade Level: College Juniors	Subject: Curriculum & Instruction

I. Standards
Utah State Core Curriculum Strand(s) and Standard(s):	INTASC Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Utah Core Literacy or Math Standard (secondary only):	CCSS.ELA-LITERACY.RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.
Summative (Unit) Assessment:	This assignment will prepare students to write their lesson plans for their group presentation, their lesson plan submissions, the final unit plan, and their edTPA/student teaching experience.
Central Focus:	How to write a lesson plan that includes differentiation and assessment using the UVU Lesson Plan template.

II. Intended Learning Outcomes
Learning Objective/Target/Indicator: (Know and Do)	Students will use the UVU Lesson Plan template to compose an aligned lesson plan in their content area using a particular model of instruction that includes multiple instances of formative assessment and differentiation for individual students.

III. Academic Language
Language Function:	Blank for now. We will discuss how to fill this section in later. For your first lesson plan assignment you are not required to complete this section.
Language Demand
	Vocabulary:
Syntax:

Discourse:
Mathematical Precision (math only):
Language Support:

IV. Assessment of Student Progress
Pre-assessment:	§What are the steps of Backwards Design? §What could those steps look like within a lesson plan? §What do you already know about lesson plans?
Formative assessments:	Listen to conversations and provide feedback and correction on information. Ask them what would go in the instructional procedures section. How would we organize it? (use the steps of the model) Where might we need to differentiate? For whom? For what? Which aspects? Where do we write that? (in the instructional procedures) What accommodations might we need to provide for students with special needs?
Final formative assessment:	In their presentation groups, students will compose an aligned lesson plan using a particular model of instruction, including multiple instances of formative assessment and differentiation. (Informal formative assessments identified in Instructional Procedures.)

V. Preparation
Students’ prior knowledge, skills and assets:	Knowledge of scope, focus, sequence, alignment, backward design, assessment types, and differentiation. Familiarity with core curriculum. This class works well in small groups and participates in class discussions.
Student preparation (if applicable):	Students will have reviewed the Direct Instruction model cheat sheet and may have watched an instructional video. They should also have signed up for a day/model of instruction to teach and, hopefully, reviewed the model.
Teacher preparation:	Copies of blank lesson plan template Copies of lesson plan tips sheet

Clarifying (factual) question stems on board: Where does __ go? What does __ mean? Probing (conceptual) question stems on board: Why is this . . .? How do I . . .? What if . . .? In what cases do I . . .?
Technology integration (as applicable):	Classroom computer, projector, and document camera

VI. Addressing Learners’ Needs
Differentiation/Individualization:	Differentiate environment for interest by having students sit with their MOI group. Differentiate process for profile by providing hard copy and projecting sample lesson plan. Differentiate process for readiness by providing direct instruction model with guided practice for students with little to no prior procedural experience. Differentiate content for readiness by allowing students to engage in curriculum compacting. Differentiate process for profile by allowing students may work alone with headphones. Differentiate content for profile by providing electronic copies of all materials on Canvas.
Support for ELLs:	Written and oral instructions. Guided practice w/ supporting hard copy materials. Small group work. Question stems on board.
Accommodations/Modifications for IEPs/504s:	For privacy reasons, I am not including these here.

VII. Instructional Procedures (including models of instruction, strategies, assessments, differentiation, transitions, etc.)
Model of Instruction	Direct Instruction
Differentiation (prior to instruction)	Differentiate environment for interest by having students sit with their MOI group. Differentiate process for profile by providing hard copy and projecting sample lesson plan. Differentiate process for readiness by providing direct instruction model with guided practice for students with little to no prior procedural experience.
Step 1: Review previously learned material & Pre-assessment	Use pre-assessment questions listed above. Listen to conversations and provide feedback and correction on information.

Step 2: State objectives for the lesson.	Direct students to the daily learning target on PPT. Explain that this is a procedural lesson. Explain that the Direct Instruction model works well for procedural knowledge, but may not always be the best model for procedural knowledge. Explain that students will use the skill they develop today to write lesson plans for their group presentation, the three lesson plan assignments, and the final unit plan, as well as their edTPA and student teaching lesson plans.
Step 3: Present new material (I do).	Pass out the blank lesson plan template. Invite students to make notes in the margins on the template about what goes in each section as we walk through the template. They may highlight sections for which they need clarification. Tell them that I will be showing them a lesson plan I wrote for today’s class and that they should ask clarifying (factual) and probing (conceptual) questions about it as we go through it, as needed. Pass out the lesson plan tips sheet. Introduce each section and have them read what is in that section and what the tips sheet says should be in that section. Respond to student questions. Move back and forth between steps 3 and 4 to break material up into manageable chunks.
Differentiation	Differentiate content for readiness: Students who demonstrate mastery of the lesson plan template or who have learned the template in the prior course may choose to engage in curriculum compacting by skipping the remainder of the day’s instruction (putting on headphones and moving to a corner) and working instead on one of their lesson plans.
Step 4: Guide practice, assess performance, and provide corrective feedback (we do).	Tell students to fill in sections of the lesson plan together as we go. Remind students of the academic controversy we did last Wednesday. This lesson focused on conceptual knowledge. What model of instruction that we have learned about thus far should we use to teach this? ( Academic Controversy) Why? Why wouldn’t Direct Instruction be a good idea? Brainstorm summative, formative, and pre-assessments. Brainstorm prior knowledge and skills. Skip teacher prep, language, and student prep for now, as we haven’t crafted the plan yet! Ask them what would go in the instructional procedures section. How would we organize it? (use the steps of the model) Where might we need to differentiate? For whom? For what? Which aspects? Where do we write that? (in the instructional procedures) What accommodations might we need to provide for students with special needs?

Go back to teacher prep, and student prep.
Differentiation	Differentiate content for readiness: Students or groups who now feel mastery of the lesson plan template may choose to engage in curriculum compacting by skipping the remainder of the day’s instruction (putting on headphones, moving to a corner) and working instead on one of their lesson plans.
Step 5: Assign independent practice, assess performance, and provide corrective feedback (you do).	Each group now needs to write the lesson plan for their group presentation. This should be left on a chair at the back of the room before class on the day of their presentation, just as you would for a principal observation. You will also be writing three lesson plans in pairs, one of which should be completed with someone outside of your content area and represent a cross-disciplinary approach. Each of these lessons will use a different model of instruction. Finally, you will be creating a unit plan of approximately 5 lessons at the end of the semester. If you plan well, you will be able to use a couple of the lesson plans you’ve written previously in that unit.
Step 6: Review periodically, offering corrective feedback.	You will be writing several lesson plans throughout the semester, on which I will give you feedback. Additionally, each day as groups present their lessons using the models of instruction, you will be asked to align 2-3 daily learning targets to that model as an exit slip. You will also critique your peers’ presentations, which should inform your own practice. Take student questions.
Closure	Direct students to Canvas, where they will review cheat sheets and videos in preparation for next class session.