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5 E instructional design model
Transcript of 5 E instructional design model
model The 5 E model of instructional design, founded by Roger Bybee and his team (Verstynen, 2012), is a model of design founded to support scientific instruction. See the following frame for a basic outline of the 5 E model, and each component within it. Basics of the 5 E model Traditional Component #1: Learners The first part of the 5 E model is called Engage. During this process, the instructor engages the learner in the content while also performing one very important task that sets up the rest of the learning experience. The first task involves defining student knowledge through pre-assessment (otherwise known as task analysis). Both the 5 E model (Walia, 2012), and the traditional model (Morrison, et al., 2011) stress the importance of this step. Traditional component #2:
Objective An objective is important because it allows the instructor to specify exactly what the learner must master in the course of instruction (Morrison, et al., 2011). The objective is identified in the Engage step through the task-analysis. Once the learning has been identified, it is then used to drive stages 2-4 of the 5 E model. Traditional component #3: Strategies Traditional component #4:
Evaluation procedures Strategies directly correlate to steps 2-4 of the 5 E process (Explore, Explain, and Extend). This part of the traditional model explains how students will use learning experiences to comprehend material. The 5 E model proposes that teachers use a constructivist approach that uses inquiry to help students master objectives (Verstynen, 2012). Evaluation procedures are put in place to, "...assess the learner's mastery of the objectives" (Morrison, et al., 2011, p. 17). In the 5 E model, this process is comprehensive. Extensive feedback is given to students regarding explanations of learning (Bybee, et al., 2006). Both the 5 E model and traditional model discuss the importance of creating a cycle of ongoing evaluation to provide constant feedback to students and instructor (Morrison, et al., 2011; Verstynen, 2012). The 5 E model compared with a traditional model An imbalance??? Benefits/Challenges to the 5 E model Benefits: Challenges In my opinion, there are more benefits to this model of instructional design than challenges. This model of design follows student-centered instruction practices. This allows students to receive learning experiences that are high in both rigor and relevance. As quoted by Bybee, "The use of this model brings coherence to different teaching strategies, provides connections among educational activities, and helps science teachers make decisions about interactions with students" (Bybee, et al., 2006, p 41). Beyond this, I believe that this model really pushes a teacher to follow the tenets of constructivist learning. I believe there are two primary challenges associated with this instructional model.
1. First, although this model has been mainly designed for science teachers, there is evidence to support that this model can also be used effectively with Math. As was shown by Walia, using the 5 E model has a, "...significant effect on mathematical creativity of students" (Walia, 2012, p 4).
2. Second, inquiry thinking is not always the best mode of instruction, and the 5 E model is based on inquiry. This could limit teachers who are more objectivist in nature. Appropriateness for Web-based instruction? The 5E model is absolutely appropriate for web-based instruction. Inquiry can be achieved through many different mediums, including technology. An example of this is seen with simulations available online. Please follow the steps below to access a fun online simulation related to chemistry. This simulation can be used to help students understand nuclear reactors through inquiry style learning. Step 1: phet.colorado.edu
Step 2: search, "nuclear fission"
Step 3: select simulation with same name
Step 4: Select download file
Step 5: Run file
Step 6: Push the red button on the "neutron gun" to see what happens. click on the nuclear reactor tab to observe nuclear reactor characteristics http://www.aps.org/units/fed/newsletters/summer2007/pinkerton.html