What Is the 5 E Instructional Model

In the 5 E model of instruction, students construct knowledge and meaning from their experiences. This model was developed as part of a BSCS (Biological Sciences Curriculum Study) to improve the science and health curriculum for elementary schools. The 5 E method is an example of inquiry-based learning, in which students ask questions, decide what information enhances their understanding, and then self-assess. Fast Facts: 5 E Instructional Model The 5 E method is a  constructivist model of learning. It includes five stages: engage, explore, explain, extend, and evaluate.Each stage of instruction details the ideas, concepts, and skills needed for student inquiry. In addition, there are  expected behaviors for teachers and students, as well as opportunities to demonstrate learning through application.The strength of the 5 E model is that it provides multiple opportunities for assessment and opportunity for differentiation. The research showed positive results when the 5 E model was adopted by schools. Standardized tests scores showed that those students in classrooms using the BSCS science program for two years were four months ahead of students in other classrooms. According to the published report, the sustained use of an effective, research-based instructional model can help students learn fundamental concepts in science and other domains. In this  constructivist model of learning, there are five stages in learning, and each stage begins with the letter E: engage, explore, explain, extend, and evaluate. Engage Stage To engage students, teachers should connect the topic or concept at hand with prior understanding. Students are encouraged to ask questions or draw on experiences. The teacher does not correct any misconceptions about the topic or concept but does make notes about revisiting these misconceptions. The purpose of the engagement stage is to get students excited and ready to explore the topic or concept. Explore Stage Once students are interested, they can begin to investigate the problems associated with the topic or concept. Students pose real questions and develop hypotheses. The key concepts in the topic are identified while teachers provide hands-on activities. Students develop the skills that are needed to test their ideas. The teacher does not provide direct instruction at this time. Instead, the teacher leads students through inquiry-based questions as students work cooperatively in groups. During this stage, time is given to students to refine their hypotheses as they begin to reflect on the results of their investigations. Explain Stage Students develop explanations for what they have already observed. They define the necessary vocabulary and connect their findings to prior knowledge. The teacher should support student discussion and answer student questions.  While this stage is a direct instruction phase, the discussions mean that this new information is shared collaboratively. During this stage, students understand this information through a single example. For example, they may understand the life cycle of one species or a particular form of government. They will need the time, which is provided in the next stage, to internalize their understanding before comparing and contrasting. Extend Stage Research shows that students need to solidify their understanding by connecting what they have learned to something real. They need to move from a single example in the Explain stage to a generalization that can be applied in other examples. In applying this information, students may formulate new hypotheses. The new hypotheses can be tested in new investigations. In practicing new skills, students may take data and make new conclusions.  In the investigations during the extend phase, students use the vocabulary and concepts in their discussions and their writing. Evaluate Stage In the final stage, students return to the engage phase to compare their earlier understanding of what they know now. They address any misconceptions they held, and the teacher makes sure these misconceptions are corrected.  They reflect on what they know, and how they are now able to prove what they know in writing, discussion, and demonstration. Research shows that the evaluate stage should not be skipped. A unit test is not  a part of this stage since the teacher can complete a formal evaluation after the evaluation stage. Instead, teachers can evaluate the learning that has taken place through a problem scenario where students should apply their new knowledge.  Other evidence of understanding can be done through formative, informal performance, or summative assessments. Planning the 5E Model Teachers who plan to use the 5 E model should be aware that they should use this design for units of two to three weeks. Each stage should be planned to include one or more lessons. The co-creator of the 5 E model, Rodger W. Bybee, explained, â€Å"Using the 5Es model as the basis for a single lesson decreases the effectiveness of the individual phases due to shortening the time and opportunities for challenging and restructuring of concepts and abilities—for learning,† The 5E Model helps students to use inquiry to connect new information with prior knowledge through practice and reflection.  The teacher becomes a facilitator or guide who builds inquiry, exploration, and assessment into daily instruction approach. 5E Example: Math In a 5 E model for math, for example, a unit on rational numbers coming from mathematical and real-world situations could include converting between standard decimal notation and scientific notation. Engage: Students are given cards with rational numbers and asked: Where do you think that number should go on a number line?Do you think it could be placed in more than one place? Explore: Students use cards to order, match, and compare the rational numbers. Explain: The teacher provides examples of times people may use Scientific Notation; students practice organizing cards using what they know about Scientific Notation. Extend: Students try out their new understanding of rational numbers. Evaluate: Students  create a visual representation to organize and display the relationship between sets and subsets of numbers. Teachers can use the evaluate stage to determine how well students can use scientific notation and convert numbers in scientific notation to standard decimal notation. 5 E Model for Social Studies In social studies, the 5E method can be used in a unit that addresses forms of representative government. Engage: Students take a poll that asks what criteria they would like in a representative government Explore: Students explore different forms of representative governments including direct democracy, representative democracy, presidential democracy, parliamentary democracy, authoritarian democracy, participatory democracy, Islamic democracy, and social democracy. Explain: Students define terms and determine which representative government best fits the criteria from the poll. Extend: Students apply what they have learned about representative government to real-world examples. Evaluate: Students return to the information from the poll, adjust their criteria and then fashion a new form of representative government. 5 E English Example In ELA, the 5 E model can be used in a unit designed to help students better understand transition words through visual and kinesthetic activities. Engage: Students are handed transition words cards that they can act out (first, second, after, later). Explore: Students organize lists of transition words (by time, to compare, to contrast, to contradict) and discuss how transition words change understanding when applied to different passages. Explain: The teacher corrects any misconceptions while students define terms, determine what would be an excellent visual representation of a transition word and what body action best represents that transition word. Extend: In groups, students visually represent the transition word through visual or kinesthetic means in new passages provided by the teacher. Evaluate: Students share their representations and act them out. Science example The 5E Model was initially developed for science Instruction. This model is embedded in the Next Generation Science Standards (NGSS)  as the best way for students to think scientifically. In one 5 E instructional model, using software, students design and then build an amusement park ride. Engage: Show video clips of different roller coaster rides and the riders’ reactions. Students can describe personal experiences riding roller coasters and brainstorm the reasons that roller coaster rides are thrilling. Explore: Students construct an accelerometer and then test it by having a student sit on a swivel chair and spin while holding the accelerometer. They will use data to calculate the g-force and the independent variable (mass of each student). Explain: Students access different amusement park websites to review the specifications in workbooks that detail the roller coasters in the park. Extend: Students use roller coaster software to aid them in a roller coaster design using free software on these sites: No-limits Coaster software,  Learner.org, Real Rollercoaster Simulator. Students will consider the question, How do the rules of mathematics and the laws of physics govern the designs of engineers? Evaluate: Students show their understanding of roller coaster science by calculating the velocity, g-force, and centripetal force. Students also write about them turning their calculations into narrative descriptions (commercials) to explain how their design is calculated for thrills. Sources Bybee, Rodger W., et al. The BSCS 5 E Instructional Model: Origins and Effectiveness. A report prepared for the Office of Science Education, National Institutes of Health.

The Importance of Health Information Privacy Bill of Rights

Describe the issue and its impact on the population it affects most. What arguments or facts are used in the article to support the proposed solution? What are the ethical and legal issues reported for your administrative issue? Explain the managerial responsibilities related to administrative ethical issues. If none were stated, what should have been done? Identify any proposed solutions. The article documents the diminished rights of patient privacy. Kam (2012) states that an attorney specializing in patient rights James C Pyles complained that an individual has greater privacy rights regarding the size of a shirt you purchased online than you do about information in your mental health records under the Consumer Privacy Bill of Rights, issued by the White House in February 2012 Pyles consequently is pushing a forthcoming Health Information Privacy Bill of Rights that will provide patients the same degree of rights as those offered by the Consumer Privacy Bill of Rights. The author believes that the Health Information Privacy Bill of Rights, developed with the American Psychoanalytic Association, is an important addition to the healthcare institution and spherically needed right now when implementation of Electronic Health Records (EHRs) and Health Information Exchanges (HIEs) makes privacy of patient is more important than ever before. Electronic records opens us up to the possibility that millions of confidential information of patients can be simultaneouslyShow MoreRelatedThe Health Insurance Portability And Accountability Act1438 Words   |  6 Pages Over a million people live in the United States of America, and with that type of power you can bet that the country would be corrupt. The Health Insurance Portability and Accountability Act is there to prevent such events happening. HIPAA, or Health Insurance Portability and Accountability Act, was implemented to help serve the people and keep information safe. 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This paper explains why confidentiality is important today and discusses recourses patients can use if they believe their privacy has been violated. This paper will also discuss criminal and civil penalties’ that can occur for breaking HIPAA privacy rules

Living with My Parents vs. Living Independently Free Essays

Living With My Parents vs. Living Independently I always thought that moving out of my parents’ house would be an exciting new start to life. Apparently nobody thought to explain to me how stressful and cost-consuming life really is outside the comfort of mommy and daddy’s embrace. We will write a custom essay sample on Living with My Parents vs. Living Independently or any similar topic only for you Order Now Living with my parents and living independently differ exponentially, but living with my parents isn’t nearly as dreadful as I thought it to be as a teenager. The first upsetting difference between living alone rather than with my parents is the food. When I lived with my parents, it was easy to eat a healthy, home cooked meal and not have to worry about preparing it. It usually just appeared on the table as an alluring plate of deliciousness without having to lift a finger. On the other hand, trying to make a meal is much more complicated when living alone. The freezer is normally stocked full of microwavable foods that taste like plastic and the refrigerator maybe has some five-day-old milk. Gaining weight is easier than ever when the only cuisine available is fatty and nutritionally deficient. The second depressing part of living alone is the money, or more precisely, the lack thereof. When residing at my mom and dad’s house, wasting money on luxuries was the most exciting part. Not to mention my parents’ seemingly endless amount of money to help pay for anything and everything was always a plus. Saving money was even possible at the time. But now, living independently definitely has its drawbacks. How many bills can possibly come in one month? With barely enough money to pay the bills, how is a girl supposed to shop for anything other than frozen goodies and Ramen? And forget about trying to save any cash, rummaging through my coin jar has become my favorite new hobby. Furthermore, who knew that cleaning didn’t just magically happen? Coming home from work and school to a clean house was definitely a convenience, though it went unnoticed at the time. I was previously unaware that so many things in the house could get dirty. The cleaning never stops! Piles of laundry lay scattered across the floor of the house because apparently not every house comes equipped with a washer and dryer! Living with my parents might have been intolerable at times, but it made life so much easier. Not having to worry about food, money, and cleaning probably doesn’t seem like a big deal to most people, but it’s definitely a luxury. I appreciate how easy and carefree life was while living with my parents because I now realize how arduous life can really be. How to cite Living with My Parents vs. Living Independently, Papers

In The Great Gatsby, By F. Scott Fitzgerald, Many Themes Essay Example For Students

In The Great Gatsby, By F. Scott Fitzgerald, Many Themes Essay are enclosed; the most salient of these themes is relatedto the American Dream. The American Dream is based on theidea that any person, no matter what they are, can becomesuccessful in life by his or her hard work. The dream alsoembodies the idea of a self-sufficient person, anentrepreneur making it successful for themselves. The GreatGatsby is about what happened to the American Dream duringthe 1920s, an era when the dream had been corrupted by therelentless pursuit of wealth. In this novel, the pursuit ofthe American Dream and the pursuit of a romantic dream arethe ultimate causes of the downfall of the books titlecharacter, Jay Gatsby. Throughout the story, Jay Gatsby avoids telling thetruth of his hard, unglamorous childhood. He does this tokeep his superficial image of himself and to save himselffrom the embarrassment of being in a state of poverty duringhis youth. His parents were lazy and unsuccessful peoplewho worked on the farm, and because of this Gatsby neverreally accepted them as his parents. Jay Gatsbys real nameis James Gatz and he is from the very unexciting NorthDakota. He changed his name to Jay Gatsby when he wasseventeen years old, which was the beginning of his versionof the American Dream. In all realities Gatsby arose fromhis Platonic view of himself, the idealistic self-view thata seventeen year old boy has of himself (Fitzgerald 104). Though concealed for most of the story, Gatsbysembarrassing childhood is a major source of determination inhis attempt to achieve the American Dream. During Gatsbys early adulthood, he joined the army. Hefirst met Daisy when he was at Camp Taylor and he and someother officers stopped by her house. He initially lovedDaisy because of her extraordinary house and because manyother men had been with her already. One evening inOctober, during 1917, Gatsby fell in love with Daisy Fay,and in turn she fell in love with Gatsby. Daisy was thefirst ?nice girl that he had ever known (Fitzgerald 155). Their love was an uneasy one at first for Gatsby tocomprehend because he wasnt rich by any standards and hefelt that he wasnt worthy of Daisys affection, but hisuneasiness was uplifted when he and Daisy fell in love andwhen he found out that Daisy knew a lot because he knew avariety of things that she didnt. Their month of love wasphysically ended when Gatsby had to go to war, but theiremotional love never ended. As Gatsby performed brilliantlythroughout the war, they wrote each other frequently. Daisycouldnt understand why Gatsby couldnt come home. Shewanted her love to be their with her, she needed someassurance that she was doing the right thing. It didnttake long for Daisy to get over Jay because in the Spring of1918 she fell in love with a rich, former All-Americancollege football player named Tom Buchanon. This broke JayGatsbys heart. His love for Daisy was a strong one and hewas determined to get her back. This first love with Daisyhad a great impact on his idea of one of the aspects ofachieving the American Dream. Throughout the novel, the reader is mislead about howGatsby became wealthy. Gatsby claims on several differentoccasions that he inherited his parents immense fortune. This is a story that Gatsby made up in order to keep hisself-image up by not letting people know about hischildhood. The truth is that Gatsby got rich by illegalmeasures. He was friends with the notorious MeyerWolfsheim. Meyer Wolfsheim was the racketeer who supposedlyfixed the World Series of 1919. He was Gatsbys connectionto organized crime, in which Gatsby became rich. Gatsbystrue sources to richness were selling bootleg liquor in hischain of drug stores and creating a giant business to getrid of and sell stolen Liberty bonds (Mizener 188). Gatsbys methods of gaining wealth corrupt the morality ofthe American Dream although they help him to achieve it. It did not take long for Gatsby to attempt to win Daisyback after he returned from the army. Jay Gatsby had thisromantic view of Daisy and himself together and happyforever. He felt the best way to achieve this idea would befor him to become at least as rich as Daisys husband TomBuchanon. He knows that the best ways for him to pryDaisys affection away from Tom are gaining wealth andgaining material possessions. Daisy is a shallow woman whois easily overwhelmed by material items. Gatsbys main wayto show off his wealth and material possessions were tothrow lavish parties. His parties featured the finestdrinks and live jazz bands. The parties were so huge thatNick Carraway, Gatsbys best friend and the narrator of thebook, alluded to them as the Worlds Fair. Not only did theparties fulfill Gatsbys reasons for having them, but theyalso showed his grand sense of pride that stemmed from hisrichness. Is it Glorious to Die for your Country? EssayThese things never happen but it is the fact that Gatsby wasconcerned about her well- being and Daisy was not concernedwith Gatsbys well- being that is important. She is just ashallow person who does not know the meaning of the wordlove. She is caught up in the times and in living themoraless and careless lifestyle that she leads. She couldcare less about what happens to anyone except for herself. This whole situation proves that she is definitely notdeserving of the high pedestal that Gatsby has placed her on(Internet 1). This is the greatest blow to his romanticdream of him and Daisy being together forever because shechooses Tom over Gatsby in a time of crisis. It shows thatthe man that she truly wants to be with the most is the manshe is living with now. Gatsby realizes this and his lifebegins to be pointless. This is his dream brought toreality. The dream is completely dissipated and will knowsit will never be achieved. It did not take long for George Wilson, Myrtleshusband, to trace the yellow car which killed his wife backto Jay Gatsby. Because George Wilson wants revenge for hiswifes death, and he believes it is Gatsby who killed hiswife, he goes to Gatsbys estate and kills Gatsby and thenhimself. This is the tragic end of Gatsbys life. All ofhis heroism, his rapid rise to the top, all brought to acalamitous end because Daisy did not love him as much as heloved her. Although Gatsbys romantic dream was alreadydead, his version of the American Dream was still alive andbeaming. He still had everything going for him; his youth,money, and personality. Gatsby is morally superior to hisfellow East Eggers and Nick acknowledges this when he tellsGatsby, Youre worth the whole damn bunch put together. (Fitzgerald 162). To have it all taken away for somethinghe had not even done was the greatest misfortune of theentire novel. Gatsbys death is made even more saddening at hisfuneral. Nick tried to make Gatsbys funeral respectablebut only he, Gatsbys father, and one of Gatsbysacquaintances attended the funeral. None of Gatsbysracketeering friends came, nor did the love of his life,Daisy. Nick truly cared about Jay Gatsby although nobodyelse did. He exemplified what a true friend is and did whatonly a friend would do for another friend. Daisy did notseem to feel a tiny bit of sadness over Gatsbys death. This is shown in her not attending his funeral and insteadgoing away with Tom on a vacation. In the end, the most that can be said is that The GreatGatsby is a dramatic affirmation in fictional terms of theAmerican spirit in the midst of an American world thatdenies the soul (Bewley 46). Gatsbys strong desire forwealth and Daisy, the American and romantic dreamrespectively, prove to be the greatest reasons for his gravedownfall at the hands of a ruthless society. Works CitedBewley, Marius. Scott Fitzgerald and the Collapse of theAmerican Dream. Modern Critical Views: F. ScottFitzgerald. Ed. Harold Bloom. New York: Chelsea HousePublishers, 1985: 32-45. Mizener, Arthur. F. Scott Fitzgerald: The Great Gatsby.The American Novel: From James Fenimore Cooper toWilliam Faulkner. Ed. Wallace Stegner. New York:Basic Books, Inc., Publishers, 1965: 180-191. Scott Fitzgerald, Frances. The Great Gatsby. New York:Macmillan Publishing Company, 1925. The Great Gatsby by F. Scott Fitzgerald. Online: SchoolPapers, Microsoft Network, November 19,1997. Way, Brian. The Great Gatsby. Modern CriticalInterpretations. Ed. Harold Bloom. New York: ChelseaHouse Publishers, 1986: 87-105.