5 E Instructional Model

As a school that focuses on hands-on, inquiry science opportunities for our students, our teachers searched for a type of lesson design that accomplished this goal.  The 5 E Instructional Model was developed for the purpose of helping teachers develop more hands-on, inquiry based learning experiences in science.

The 5 E's include: engage, explore, explain, extend, evaluate.  One of the key components to this instructional model is that the students are doing the exploring and explaining.  Instead of the traditional method of the teacher explaining the concept and how it works, the students are developing their own explanations as they explore and investigate.

Another key aspect is when vocabulary is introduced or shared with students.  Teachers engage the students in learning about the content by doing some type of hands-on experiment or activity.  Specific vocabulary is not introduced until the explain phase and should be used by the students first.  Now, that being said, if you have a student who is perfectly describing a concept but does not have the specific word to label it, the teach can provide the word at that point.  For example, let's say a group of students are sharing what they noticed during an experiment about soil and erosion (explain phase of this cycle).  The students explain how they watched the soil be pushed aside by the water during their testing.  They continue by adding the water left a large path in the dirt after flowing across the soil.  As the teacher, I might say "do you know what scientists call that concept you are describing?"  If the students say no, I might ask other groups if they know the term.  If no one can help, I would say "a scientist would call that 'erosion'.  That is what is happening when the soil is pushed away by the water."  The most important difference between providing the vocabulary here and not in the beginning is the students have the background knowledge and context to connect that term to because of their exploration.    

My teachers have found this instructional method to be very beneficial for students.  While it does take some transition and reflection to implement for a teacher who is use to providing the information to the class, it helps students develop a deeper understanding in the end.

If you live in Missouri and would like to possibly learn more about the 5E Instructional Model, you can look in to participating in the QUEST (Quality Elementary Science Teaching) Program through the University of Missouri - Columbia.  Several of my teachers have completed this professional development and found it very powerful and necessary to change how they teach science.

Here are a few links where you can learn more about the 5 E Instructional Model.

Click here to find out more about the development of the 5 E Model

Click here for a general description

Click here for an explanation from NASA
Click here to see a 5E lesson plan example integrating reading, writing, engineering, and science.

Click here for a basic planning page

Integration: Haven't we been doing this already?

A word that I often use to describe our instructional practices at Benton is "integration".  For most teachers and educators, this is not a new term.  I spent hours reading and researching about integration in education while working on my dissertation.  However, the problem with this term is there are a wide range of definitions and interpretations for this term.  

I can remember in elementary school we would have units of study on dinosaurs or penguins.  While I realize I have no idea the planning that went into these units, it doesn't seem the selection of learning experiences were very purposeful and connected.  Sure, we wrote about dinosaurs, made a stuffed paper dinosaur, and read books about dinosaurs.  However, it seems the focus was more on the topic, dinosaurs, than the learning objectives in reading, writing, science, social studies, and mathematics.

The unit of study described above seems to be more of a forced type of integration.  In my dissertation, I developed a continuum to help provide a visual for my understanding of integration (see below).  

In this continuum, the left side indicates instruction that is separate (not in time of day taught, but making connections across areas) and may or may not include science and/or social studies instruction.  The middle stage would be where the dinosaur unit would fit in that I described above.  On the right would be (in my mind) what seamless, purposeful integration looks like in a classroom.

Seamless integration is the direction I think all teachers at Benton are headed with their planning, reflection, and instruction.  What exactly does this mean?  I want to start by clearing up a misconception that often occurs when a teacher begins to think about integration in the classroom.  I know this because this was the misconception I had when I first began exploring integration and what seamless integration can look like in any classroom.  This misconception has to do with what content is taught when during the day.  Just this weekend, I was asked if our teachers have a math time, reading time, science time, etc.  When I responded yes, the next comment was "so you are not integrating among content areas right?"  My answer to this question gets a little more complex.  You can integrate among content areas while still having separate times for the different areas.  

I know many of you are still thinking...so what exactly does that look like in a classroom?  For many of our teachers, it comes down to their planning, reflection, and instruction practices.  The teachers who have become more comfortable with seamless integration often decide to start with their science standards and concepts.  Then, they look at what nonfiction/fiction texts can they use during reading and writing time as mentor or guided reading texts that connect to the science concepts.  Next, they think about their writing time and Common Core State Standards to find ways to have the students write about their science learning through applying the writing skills and practices they are working on.  Finally, they look at the CCSS in math and how those skills connect to their science concepts.  By purposefully looking for connections across all content areas, they are making it easier to point out these connections to students during the lessons.

I think one of the biggest differences between the dinosaur unit I remember from early "integration" and the seamless integration happening at my schools is where the planning and lesson development starts.  Our teachers start with the standards and purposefully look for how those standards are connected.  At this point, our teachers are in the process of developing integrated units of study that demonstrates the connections across content areas. They use the Understanding by Design framework to guide their planning. More information on this framework can be found at http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx. I hope to share more of these plans as teachers finishing developing them this year. The most important thing to keep in mind is the development of these units is a process and they will become more detailed and complex as teachers spend more time planning, teaching, and reflecting on them. 

Where to get Funding? Grant Writing Tips

One question I often get asked is how Benton gets the funding to implement the new programs and purchase additional materials for our STEM initiative.  While we are a school-of-choice in our district, we do not receive any additional funding for our STEM program.  For this reason, we rely very heavily on grants to supplement our resources and programs.

The question that usually follows is who writes all the grants for our school.  The grants our school has received have been written by a combination of myself, support staff, and classroom teachers.  Grant writing is a topic I have become quite familiar with over the last two years or so.  I have spent many hours learning about the grant writing process, looking for funding sources, and refining my grant writing skills.  It has definitely been a learn-as-you-go thing for me because each grant I write helps me improve my skills.

Many teachers think they are not capable of writing successful grants.  However, as many of my colleagues have found this year, that is not the case.  While it does take some time in the beginning, the process seems to be very similar once you have written a few grants.

In this post, I hope to provide an overview of the grant writing process, a list of databases where you can find grants, and some helpful hints for those new to grant writing.  As you read my thoughts below, please keep in mind I would not consider myself an expert at grant writing.  I simply hope to share the experiences and successes I have had so far to help others who are just beginning to write grants for their school and/or classroom.

Let me start out by recommending you check with your school principal or district administration on their grant procedures and submission guidelines.  Many districts require you to submit your drafts to central office before submitting to the grant agency.  In my district, all grants must go through central office and grants over $10,000 must be approved by the Board of Education.

Before beginning your grant search, it is important to have a few things in mind.  You need to know an estimate of how much money you are wanting to get through the grant.  It also helps to have a specific program or project in mind when searching.  This will help you in your search as many grant agencies have areas of focus for grant requests.

Once you have a total grant amount and project idea in mind, it is time to start your search.  For me, I usually start with grant databases like STEMFinity, Grantwrangler, Grants.gov, LegoEducation Grant Opportunities, etc.  These are great starting points for finding a range of grant sources for a variety of funding amounts.

Are you looking for a smaller grant for your classroom?  Have you tried DonorsChoose.org?  This is a great way for classroom teachers to get smaller grants for your classroom.  Many Benton teachers have successfully written DonorsChoose.org grants for things like nonfiction texts, weather stations, science materials, etc.  If you haven't tried it, this site is very simple and easy to use.  First, create a classroom/teacher account.  Then, create your project/program you want funded by writing a short description, going shopping for materials, and answering a few other short questions about your student/school population.  DonorsChoose.org will review your application and ask you to make any changes before it goes public on the site.  Once it is accepted, anyone who visits the site can make donations towards your project.  Once funded, your materials will be sent to you at school.  All you have to do is complete thank you cards and submit pictures of the materials in use.  Each funded project earns you more points.  More points means you can apply for larger, more costly items/projects.

Are you writing a grant for your school or district and need a large amount of money?  NSF (National Science Foundation) might be what you are looking for.  This database provides a list of grant opportunities for large programs/projects.  In my experience, we have submitted a few of these grants for over $500,000 in collaboration with the University of Missouri.  Often, these programs/grants involve a research component to assess the success of the program/project.    

Once you have found a funding source that matches your area of focus for your project or program, it is time to begin writing.  Remember to always connect your project to the area of focus for the funding agency.  Your goal is to make your program/project sound like something innovative that directly matches their agency goals or giving areas.  Here are a few of the common sections found in many grant applications.

Basic Information - This section includes basic school and applicant contact information, school tax identification information, central office contacts, etc.  You will also need to know breakdown of ethnicity and free and reduced priced lunch students.  Some funding agencies also ask for a list of Board of Education members, positions, and emails.

School Mission - In this section, you will need to provide a brief overview of your school's mission and goals.

Program Overview - This section is where you describe the program/project you are trying to fund through the grant.  Often, you will have to describe what it is, how you will evaluate the success of the program/project, a detailed budget, overall goals of the program/project, other funding sources you have or will be applying for, and a description of who will be impacted by the program/project.

Budget - You will need to give a detailed budget somewhere in the grant application where you list what you will use the funding to purchase.

I know this seems like an overwhelming process at first.  However, it does get easier and it is possible for teachers to write successful grants for their classroom and/or school.  As I said before, I do not consider myself an expert.  However, since 2010 I have written a total of 13 grants.  Of those grants, 7 were funded with amounts ranging from $1,500 to $12,000.  I'm happy to provide any additional help to those who are interested in learning more about grant writing or looking to start writing grants for their classroom and/or school.  I learned how to write grants from others and would be happy to pay it forward to anyone who is interested.

Writing in Math and Science

This post actually came from an earlier blog of mine.  I am in the process of integrating that professional development blog into this new blog on STEM Education.

Reading and writing are tools students can use to better understand math and science concepts.  Using children's literature texts as a way to introduce math/science concepts and vocabulary is one way to do this. 

Writing in Math through Notebooks
Another great way to integrate more literacy is through the use of math notebooks.  Here are a few great resources you can use when beginning to use math notebooks.

Mathwire.com Suggestions
FAQ about Math Journals

Integrating Science Notebooks
One way to get students writing during science time is through the use of science notebooks.  Now, it is more than just asking students to draw pictures or write sentences about what they are doing.  Successful science notebooks happen when the students are engaged in authentic, purposeful writing experiences.  Students begin to understand they use their journals just as scientists would in the field:  as a place to record ideas, test predictions, and draw detailed sketches.

Here is a handout describing science notebooks  Click Here
Here are some sample rubrics you can use to assess science notebooks Click Here
Here are some examples of science notebook structures Click Here

Related Readings on integrating literacy and science:
Winokur, J., Worth, K., & Heller-Winokur, M. (2009). Connecting science and literacy through talk. Science and Children, 47(3), 46-49.
Zales, C. R., & Unger, C. S. (2008). The science and literacy framework. Science and Children, 46(3), 42-45.
Van Meeteren, B. D., & Escalada, L. T. (2010). Science and literacy centers. Science and Children, 47(7), 74-78.

Related Readings on math journals:
Hellwig, S. J., Monroe, E. E., & Jacobs, J. S., (2000). Making informed choices. Selecting children's trade books for mathematics instruction. Teaching Children Mathematics, 7(3), 138-143.

STEM vs STEM Education

 “Most, even those in education, say ‘STEM’ when they should be saying ‘STEM education,’ overlooking that STEM without education is a reference to the fields in which scientists, engineers, and mathematicians toil. Science, mathematics, and technology teachers are STEM educators working in STEM education” (Sanders, 2009, p. 20).  

I think this quote describes the biggest change in my understanding of STEM Education.  Often times, I am asked "what type of STEM curriculum are you teaching at your STEM school?"  The answer to this question is not quite so simple.  In my mind, STEM is not a content area to be taught through a special curriculum.  We are not adding an additional content area for our teachers to teach.  Our school's focus on STEM Education is more a change in the way we approach teaching and learning for both students and teachers.

So what exactly does this mean?  At the beginning of this school year, our teachers sat down and developed a list of what you might see and hear in our school with a focus on STEM Education.  Below is what we developed.

At Benton STEM Elementary, you will see and hear...

Students...

-        Exploring

-        Taking risks

-        Explaining and justifying their thinking

-        Questioning each other

-        Responding to each other’s questions

-        Investigating

-        Learning from mistakes

-        Collaborating

 Teachers...

-        Questioning

-        Facilitating discussions

-        Taking risks

-        Using data

-        Empowering students

-        Giving think time

-        Prompting

-        Modeling thinking

-        Exploring

-        Using the 5E model of instruction

-        Learning from mistakes

            -        Collaborating      

I would also add purposeful integration of content areas to the list for teachers.  Now, I know many teachers would say this list describes what good teaching should look and sound like in any classroom, not just at a STEM school.  I completely agree with that statement.  I believe the teaching and learning behaviors found at my school include best educational practices and cover instruction in all content areas (not just literacy and math).  I hope to revisit this topic in a later post.

I think when we say we teach STEM at our building, we are actually saying we teach science, technology, engineering, and mathematics.  I would hope every school should be able to make that same statement.  However, what our school is doing differently is changing how we teach these areas through purposeful planning, reflection, integration, and inquiry-based instruction. 

References:

Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20-26.