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The document describes several models for developing learning plans and lesson plans: 1. The 5E model promotes active learning through engaging, exploring, explaining, elaborating, and evaluating concepts. 2. The GADE model involves four simple steps - getting started, activities, discussion, and evaluation. 3. The 5-step lesson plan includes an anticipatory set, introducing new material, guided practice, independent practice, and closure. 4. The Triple A model arranges lessons around activating prior learning, acquiring new learning, and applying the new learning. 5. The CLAASS model captures prior knowledge, leads instruction, assesses understanding, activates participation, solidifies learning, and summarizes lessons

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Ellen Mae Roldan Gicole
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67 views

Handout 3

The document describes several models for developing learning plans and lesson plans: 1. The 5E model promotes active learning through engaging, exploring, explaining, elaborating, and evaluating concepts. 2. The GADE model involves four simple steps - getting started, activities, discussion, and evaluation. 3. The 5-step lesson plan includes an anticipatory set, introducing new material, guided practice, independent practice, and closure. 4. The Triple A model arranges lessons around activating prior learning, acquiring new learning, and applying the new learning. 5. The CLAASS model captures prior knowledge, leads instruction, assesses understanding, activates participation, solidifies learning, and summarizes lessons

Uploaded by

Ellen Mae Roldan Gicole
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Learning Plan/Lesson Plan Models

I. The 5E Model
The 5E Model of Instruction promotes active learning. Students are involved in more than
listening and reading. They learn to ask questions, observe, model, analyze, explain, draw
conclusions, argue from evidence, and talk about their own understanding. Students work
collaboratively with peers to construct explanations, solve problems, and plan and carry out
investigations.” –Rodger Bybee

ENGAGE
The first phase of the 5E Model engages students by having them mentally focus on a
phenomenon, object, problem, situation, or event. The activities in the Engage phase are designed
to help students make connections between past and present learning experiences, expose prior
conceptions, and organize thinking toward the essential questions and learning outcomes of the
learning sequence.
The role of the teacher in the Engage phase is to present a situation, identify the
instructional task, and set the rules and procedures for the activities. The teacher also structures
initial discussions to reveal the range of ideas, experiences, and language that students use which
become resources for upcoming lessons.

EXPLORE
Once students have engaged in activities, they need time to explore ideas. Explore activities
are designed so all students have common, concrete experiences which can be used later when
formally introducing and discussing scientific and technological concepts and explanations. Students
have time to investigate objects, events, or situations. As a result of their mental and physical
involvement in these activities, students question events, observe patterns, identify and test
variables, and establish causal relationships.
The teacher’s role in the Explore phase is to facilitate learning. They initiate activities and
allow time and opportunity for students to investigate objects, materials, and situations. The teacher
coaches and guides students as they record and analyze observations or data and begin
constructing models or initial explanations.
EXPLAIN
The Explain phase consists of two parts. First, the teacher asks students to share their initial
models and explanations from experiences in the Engage and Explore phases. Second, the teacher
provides resources and information to support student learning and introduces scientific or
technological concepts. Students use these resources and information, as well as ideas of other
students, to construct or revise their evidence-based models and explanations. In engineering,
students design solutions to problems based on established criteria.

ELABORATE
Once students have constructed explanations of a phenomenon or design solutions for a
problem, it is important to involve them in further experiences that apply, extend, or elaborate the
concepts, processes, or skills they are learning. Some students may still have misconceptions, or
they may only understand a concept in terms of the exploratory experience. Elaborate activities
provide time for students to apply their understanding of concepts and skills. They might apply their
understanding to similar phenomena or problems.

EVALUATE
It is important that students receive feedback on the quality of their explanations. Informally,
this may happen throughout the learning sequence. Formally, the teacher can also administer a
summative evaluation at the end of the learning sequence. The Evaluate phase encourages students
to assess their understanding and abilities and allows teachers to evaluate individual student
progress toward achieving learning goals and outcomes.

II. The GADE Model


While planning such successful, well-balanced, dynamic lessons takes time (think of all those
observation lessons), if you get into a strong habit of working through a few key steps, it simplifies
the whole process. And, as with all habits: the more you do it, the easier it becomes. Soon you
internalise the steps and find yourself doing them without even realizing it. Below are the four
simple steps - G.A.D.E - that you can consider every time you plan a lesson.
III. THE 5-STEP LESSON PLAN

The 5 Step Lesson Plan provides one of the most effective and versatile templates for direct
instruction. This model can be easily adapted for most, if not all, grade levels and content areas. It
helps students learn new material and understand how the individual lesson fits in with their general
knowledge. Additionally, it helps teachers keep tabs on student comprehension. The five steps
involved are the Anticipatory Set, Introduction of New Material, Guided Practice, Independent
Practice and Closure.

IV. Triple A Model

The "Triple A" model for planning arranges a lesson in a sequence of activating learning,
acquiring new learning, and applying the learning. Refer to the table below in designing your lesson
plans.
V. The CLAASS Model

The CLAASS model is a way of putting interactive teaching/learning into practice. It is a


teaching model that allows you to plan lessons on the basis of sound pedagogical theory. For
example, one element in the CLAASS model is the inclusion of a pre-test as a way for the instructor
to gauge students’ shared previous knowledge in order to identify a shared starting point for the
lesson.

CLAASS is an acronym:

Capture; Lead; Assess; Activate; Solidify; Summarize.

The lesson plan gives you a way to break up your class into segments. If you try to speak for
60-90 minutes, you will be exhausted and students may have a hard time taking it in. You can use
the model to plan each portion of a 90 minute class. Follow the guidelines below to make sure you
give students opportunities to speak, present material, ask questions, or apply concepts. In the table
below, each element of CLAASS is defined, an example provided, and a place given where you can
plan your next lesson.

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