Comparing the 5E Lesson Model and the Madeline Hunter Model

Unit 11

Madeline Hunter Lesson Plan Model

5E Model of Lesson Planning

A simple lesson model that can be used for any grade level, but is dependent on the type of duration of the activities that are included in each section.

The 5E elements are:

Engage- The lesson introduction should raise of level of interest set off prior student knowledge.

The Teacher should create interest, generate curiosity, raise questions, and prompt responses that uncover what students know or think about the subject.

Another lesson plan model that was developed by Madeline Hunter. Her model has been implemented since the 1980s. The lesson model has similarities to the 5E model, but has additional components to meet learner needs.

The Elements of this lesson are:

Anticipatory Set- The attention grabber, teaser, tickler, any strategy/idea that can be used to grab student attention on the topic and must be related to that topic thematically.

Instructional Input or Procedure- Provides students with information needed prior to instruction to ensure student comprehension of the concepts presented. The purpose is to ensure that all students have the necessary experience and conceptual knowledge to understand the instruction to be presented.

CONCLUSION

5E Model Elements

Madeline Hunter Lesson Elements

Modeling- Teacher models or demonstrates the skills that need to be learned or presents some visual support related to the lesson objective.

Guided Practice- Initial practice of lesson skill with teacher-directed supervision

Independent Practice- Students practice learning objective/skill without direct teacher supervision or input

Assessment- A formal assessment that provides learning criteria and indicators through traditional or alternative evaluative means. The assessment is reflective of and tied to the learning objectives

SIDE B

Explore-Teacher needs to give students the opportunities to explore the subject in a hands-on activity.

The teacher should encourage students to work together without direct instruction, observe and listen to student interaction, ask probing questions to redirect students, provide time for students to solve problems, and act as consultant for students.

Explain- Teachers will use questioning strategies to lead student discussion of information they discovered during the Explore activity. Teachers should introduce new vocabulary terms and explanations at appropriate times during the discussion.

The Teachers should explain concepts and definitions in their own words, ask for justiciation and clarification from studens, formally provide definitions and explanations, use students' previous experience to relate concepts, and assess students' understanding.

SIDE A

The differences I found in the 5E lesson component and the Madeline Hunter Lesson Component, is that the 5E lesson is a more basic lesson component in contrast to the Madeline Hunter Lesson Component. The M.H. Component consists of ten sections, which is five more than the 5E, I find that the extra sections are basically going much more into detail of lesson planning versus the 5E keeps it short and simple. The format I feel is best align to my views in teaching is the 5E lesson Component because I feel that my thoughts and ideas can be complex, so if I have an organizer that keeps everything simple, it would keep me from going off topic.

5E Model Elements

Re-teach- After the lesson has been taught and students demonstrate lack of mastery, this component provides alternative instructional modifications and adaptations that address all learners' needs

Enrichment- Also referred to as Extension or Culminating Activity. Provides challenging instructional activities that extend the scope of learning for students who demonstrate academic proficiency of the learning objectives

Closure- End of the lesson where the learning objectives are reiterated through a thematically-related exercise or process

Elaborate/Extend- Students are encouraged to apply, extend, and enhance the new concept and related terms during interaction with the teacher and other students.

Teachers should expect students to use formal definitions and explanations provided previously, encourage students to apply concepts to new situations, and remind students of alternate explanations

Evaluate- Students demonstrate their understanding of the concept.

Teachers should observe students apply new concepts and skills, assess students' knowledge and/or skills, look for evidence that students have challenged their thinking or behaviors, allow students to assess their own learning and group process skills, and ask open-ended questions, such as "Why do you think...? "What evidence do you have?", etc.

Comparing the 5E Lesson Model and the Madeline Hunter Model

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