TLF Rubric Guidance: Science Inquiry – 5E Instructional Model Below are special considerations for teaching strategies used during science inquiry lessons in connection with the nine Teach standards of the Teaching and Learning Framework (TLF). This document explains how the strategies used during science inquiry lessons most often connect with the Teach standards. This guidance document does not supersede the TLF rubric; rather, it is intended to serve as a reference in order to inform an academic interpretation of the TLF rubric from the perspective of science inquiry. It does not constitute a new set of policies or procedures for assessing teachers. Description of content/instructional model: Next Generation Science Standards The Next Generation Science Standards (NGSS) are a multi-­‐state effort to create new education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education.” The Standards can be accessed at http://www.nextgenscience.org/. Inquiry Inquiry is based on students exploring how the natural world works. Students collect evidence and develop explanations using questions based on observations made during their activities. This enables students to develop knowledge and understanding of science concepts and the processes scientists use to study the world. Students engage in inquiry as they: • Learn how to identify and ask appropriate questions that can be answered through scientific investigations. • Design and conduct investigations to collect the evidence needed to answer a variety of questions. • Use appropriate equipment and tools to interpret and analyze data. • Learn how to draw conclusions and think critically and logically to create explanations based on their evidence. • Communicate and defend their results to their peers and others. * *National Association of Teachers Position Statement: Scientific Inquiry 5E Instructional Model Teachers can engage in inquiry through the use of the 5E instructional model (described below), which provides a structure for students to actively engage in the learning of science. Through the 5Es, students develop explanations based on experiences that allow them to make connections and build a deeper understanding of the content. Components of the 5Es Instructional Model Engage Teacher mentally engages students with an event or question. Explore Students explore science concepts through hands-­‐on experiences with scaffolded guidance. Explain Students clarify their understanding of scientific content through formulating generalizations, reflecting on plausibility of explanations, and/or analyzing and interpreting data. TLF Rubric Guidance: Science Inquiry – 5E Instructional Model Elaborate Students apply what they learned to extend their knowledge and skills to new situations. Evaluate Students assess their own knowledge and skills. Teachers evaluate the students’ progress. Teach Standard Teach 1 Lead Well-­‐Organized, Objective-­‐Driven Lessons Specific Practices for Science Inquiry using the 5E Instructional Model The following considerations could be made when leading a well-­‐organized, objective-­‐driven lesson: • As teachers develop objectives that engage students in lessons supported by the Next Generation Science Standards (NGSS), such as the 5E instructional model, more hands-­‐on opportunities supported and guided by inquiry will be observed. In these cases, teachers may only indicate a category such as forces, without stating the expected outcome for students. • Teachers may indicate in their objectives which of the 5Es they are using on a given day and a purpose should be set for each 5E lesson that supports the overarching line of inquiry. Though all 5Es may not be addressed in a daily lesson, students should be clear about what they are expected to know and do each day. Teach 2 The following considerations could be made when explaining content clearly: Explain Content Clearly • Inquiry or 5E lessons are designed to engage students’ curiosity while increasing their knowledge of content. Students should have opportunities to explain concepts as they experience them in order to develop understanding. Teachers should provide instruction/ explanations that encourage students to discuss and develop understanding. • Construction and testing of models may be observed as part of student explanations. Teach 3 The following considerations could be made when engaging students at all Engage Students at all learning levels in accessible and challenging work: Learning Levels in Accessible and Challenging Work • The 5E instructional model provides opportunities for engagement in rigorous content and experiences. Students should have access to opportunities to communicate ideas and to develop and test models with varying degrees of guidance from the teacher. However, it should be clear that there is an academic goal for engaging in the experiences. • NGSS has clear expectations of challenges in learning experiences that spiral with exposure to concepts as students develop deeper understanding of concepts. TLF Rubric Guidance: Science Inquiry – 5E Instructional Model Teach 4 Provide Students Multiple ways to Move Towards Mastery The following considerations could be made when providing students multiple ways to move towards mastery: • Providing multiple modalities for students to engage in the practices outlined in NGSS. There may be actual construction of models, analysis of data based on models, brainstorming about constructing models and communication of results of engineering/model testing. Teach 5 The following considerations could be made when checking for understanding: Check for Student Understanding • Checking for understanding can include the content as well as the process used to develop concepts. Students should have opportunities to explain how they developed their thinking. While students may work in teams to develop concepts, it is essential to also assess the understanding of each student. This includes circulating as students work and asking questions. Teach 6 The following considerations could be made when responding to student Respond to Student understanding: Understanding • Consistently ensuring that misunderstandings are effectively scaffolded to support students’ understanding of concepts. Responses to student understanding should ensure that the students are developing thinking about how and why things work and require evidence as well as explanations. Note: Please be careful not to “overcorrect.” Students need processing time and a chance to fluently interact in order to develop their own thinking and solutions to challenging concepts. Teach 7 The following considerations could be made when developing higher-­‐level Develop Higher-­‐Level understanding through effective questioning: Understanding Through Effective Questioning • As students practice the expectations of an inquiry or 5E lesson, higher-­‐
level questions will frame that development. Teachers and students should be actively involved in “what if?” and “why not?” kinds of questions as they “figure-­‐out” science and engineering concepts and practices. The teacher should include regular use of open-­‐ended questions to facilitate students’ use of different pathways to solutions. Teach 8 The following considerations could be made when maximizing instructional time: Maximize Instructional Time • As hands-­‐on experiences are essential to practices outlined in NGSS, it is imperative that materials are prepared and organized so that students have ample time to engage and develop concepts. Behavior expectations should be clear and enforced to ensure a safe environment for exploration. TLF Rubric Guidance: Science Inquiry – 5E Instructional Model Teach 9 Build a Supportive, Learning-­‐
Focused Classroom Community The following considerations could be made when building a supportive, learning-­‐focused classroom community: • Teachers could create opportunities for students to work as a team to develop models, analyze data and communicate results. • The classroom community should be supportive of students sharing their ideas as they explore content. o Example: Students should be encouraged to provide meaningful feedback to each other. Additional Resources for the 5E Instructional Model Below is a recommended structure for a science inquiry lesson using the 5E instructional model. This structure facilitates the conceptual change and understanding of phenomenon required for deeper understanding in science. The 5Es are used to actively engage students in the learning process. Component Engage Teacher mentally engages students with an event or question. Explore Students explore science concepts through hands-­‐on experiences with scaffolded guidance. What This Looks Like Whole Group Teacher Guided Engagement Teacher engages students with an event or question that generates curiosity, raises additional questions, and allows students to make connections with what they already know and can do. Example The teacher asks questions such as “Why do you think [insert event or phenomenon] happens?”, “What do you already know about this?”, etc. Small Group Directed Inquiry Teacher-­‐ or materials-­‐directed model of inquiry. Example With students working in small, cooperative groups, the teacher provides a question, a hypothesis to be tested, and the materials and procedures necessary to test the hypothesis. Small Group Guided Inquiry Students are given the opportunity to practice inquiry skills with greater independence. Example With students working in small, cooperative groups, the teacher provides a question to be tested but students are encouraged to think about variables and learn to plan for all the variables that may affect the outcome of a particular investigation. Small Group Full Inquiry Teacher facilitates but students have full independence. Example Students work in small, cooperative groups to investigate their own questions, develop hypotheses and predictions, and devise experiments independently of the teacher. TLF Rubric Guidance: Science Inquiry – 5E Instructional Model Component Explain Students clarify their understanding of scientific content through formulating generalizations, reflecting on plausibility of explanations, and/or analyzing and interpreting data. What This Looks Like Teacher Guided Explanation Teacher encourages students to explain concepts in their own words, using evidence gathered from their previous experiences as well as what they have observed through their hands-­‐on experiments. Teacher guides students with alternative explanations where appropriate. Example While working in small, cooperative groups, students listen to one another’s explanations of a phenomenon and ask each other questions about their conclusions. Elaborate Students apply what they learned to extend their knowledge and skills to new situations. Small or Whole Group Instruction Students will make connections of newly acquired knowledge and skills to related concepts and new situations. Teacher refers students to data and evidence (both existing and newly gathered) to help guide students during this process. Example Students draw conclusions from evidence, record observations and explanations, discuss and debate alternative conclusions among peers, etc. Evaluate Students assess their own knowledge and skills. Teachers evaluate the students’ progress. Small Group, Whole Group, and/or Independent Instruction Teacher observes and assesses students as they apply new knowledge and skills. Students demonstrate their understanding of the concepts or skills. Examples Students write in their science journals, engage in small/whole group discussions, write lab reports, etc.