Teaching Science in the Intermediate Grades The Great Schools Partnership has developed the

(EDSCI2) Elements of Effective Instruction framework that

identifies five elements of instructional practice.
Lesson 5 When integrated into learning experiences, these
COMPONENTS OF INSTRUCTIONAL PLANNING elements promote student engagement and
Learning Objectives academic achievement.
At the end of the lesson, you are expected to:  Learning environment
 Describe to a colleague your typical  Clear, shared outcomes
instructional planning process.  Varied content, materials, and methods of
 Identify events that must be included in an instruction
instruction plan.  Practice and feedback
 Examine the elements of an effective  Complex thinking and transfer
instruction and their relationship.
 Characterize an effective instructional plan Robert Gagne developed Nine Events of
Instruction that has guided trainers and educators
All teachers engage in the process of planning, in designing instruction for trainings and classroom-
managing, delivering, and evaluating instruction. based teaching.
Planning instruction involves three steps:
(1) deciding what to teach, 1. Gaining attention (reception)
(2) deciding how to teach, and 2. Informing learners of the objective (expectancy)
(3) communicating goals and expectations to the 3. Stimulating recall of prior learning (retrieval)
learners. 4. Presenting the stimulus (selective perception)
Each of these steps includes specific tasks. 5. Providing learning guidance (semantic
Examine the table below.
encoding)
Instructional 6. Eliciting performance (responding)
Planning Steps 7. Providing feedback (reinforcement)
Domain 8. Assessing performance (retrieval)
Deciding what to 1. Assess the students’ skills and 9. Enhancing retention and transfer
teach knowledge (generalization)
2. Analyze the instructional task

3. Establish a logical instructional Lesson 6

sequence INSTRUCTIONAL PLANNING CYCLE
Learning Objectives:
4. Consider the classroom At the end of the lesson, you are expected to:
elements that may affect  Explain the importance and purpose of
instruction instructional planning cycle.
5. Identify gaps between actual  Examine the selected instructional planning
and expected performance model.
 Discuss the relationship among the steps in
Deciding how to 1. Select instructional goals. ADDIE (Analysis, Design, Development,
teach Implementation and Evaluation) instructional
2. Select instructional methods design process.
and materials.
It is crucial that the teachers take steps to reflect not
3. Pace instruction appropriately. only on their delivery of instruction but on quality of
learning that is taking place in the classroom. Great
4. Monitor performance and re-
teachers reflect on their practice and keep learning.
plan instruction
They keep building on their strengths and working
Communicating 1. Involve the students in learning. on their weaknesses. They are not afraid to learn
goals and about their weaknesses and areas for improvement.
expectations to 2. State expectations. They make reflection and constant growth. A simple
the learners way to perform the instructional planning cycle is to
3. Maintain high standards. do these three steps.
 Stage 1: Stating the Intended Development (the  Work with producers
Instructional Outcomes process of writing and  Develop worksheets,
Effective teachers begin the instructional producing the materials) materials
cycle by identifying the content standards that the Implementation (the  Teacher training
lesson or unit will address. At this stage, the teacher actual delivery of  Tryout
instruction)
has a clear idea of what the students need to
know, understand, and be able to do to meet the Evaluation (the process  Record test results
standards. of determining the  Interpret test results
adequacy, effectiveness,  Survey graduates
Stage 2: Planning and efficiency of  Revise activities
In this stage, the teachers design varied, instruction;
challenging, and appropriate instructional activities, Maybe formative
it is also important that teachers plan ongoing formal summative)
(e.g., standardized tests) and informal (e.g., teacher-
made tests, portfolios) assessments to determine
the students’ progress.
The Instructional Improvement Cycle.
Stage 3: Assessment
In this third stage, the teachers implement STEPS:
their planned assessments to determine whether the 1. Select and instructional strategy.
students have met the intended learning outcomes. 2. Implement the strategy.
3. Collect data on strategy implementation.
4. Analyze the data and reflect on the results.
The ADDIE instructional design process below.

Lesson 7
Analysis FIVE E (5E) MODEL IN PALNNING SCIENCE
LESSONS

Evaluation Design
Learning Objectives:
At the end of the lesson, you are expected to:
 Discuss the distinct features of the 5E
Model
 Describe each of the elements of the 5E
model
Implementation Development
 Examine a sample Lesson Plan using 5E
Model
 Gather examples of 5E Model instructional
Performing the plans
ADDIE instructional design process includes the  Revise an instructional plan using 5E Model
following steps to consider:
 Interview teachers on the effectiveness and
applicability of the 5E Model in the
Steps Sample Tasks classroom
Analysis (the process of  Needs assessment:
defining what it is to be  Make generalization and recommendation
learners, goals
learned)  Problem identification
based on interview findings
 Task analysis

Design (the process of  Write objectives The 5E Model of teaching focuses on providing
specifying how it is to be  Develop test items student opportunity to understand a concept over
learned)  Plan instruction time through a series of steps or phases: Engage,
 Identify resources Explore, Explain, Elaborate and Evaluate.
 Select delivery system
The 5E Model was developed in 1987 by the
Biological Sciences Curriculum Study. The model
promotes collaborative, active learning in which the
students work together to solve problems and
examine new concepts by asking questions, EXPLAIN  Facilitate  Interactive
analyzing, interpreting, evaluating, and drawing discussion and discussion
conclusions. It is based on the constructivist synthesis of  Viewing clips,
approach to instruction. new documentaries
knowledge  Reading online
The model is most effective when:  Students ask discussions
 The students are encountering new concepts questions for and materials
for the first time because there is an clarification online,
opportunity for a complete learning cycle.  Students encyclopedias
 It is used in a unit for two or three weeks in share their  Talking-
which each phase is the basis for one or insights and computer
more distinct lessons. feelings about assisted
the activity interactive
The outline below shows the 5E Model, describes  Discuss games
each stage and provides teaching strategies. scientific terms
and concepts
Teaching  Utilize videos,
What the
Stage Strategies/ multimedia
teacher does
Activities software,
ENGAGE  Determine the  Asking open games or other
student’s prior questions tools to boost
knowledge  The students understanding
and write down of concepts
knowledge what they and science
gaps already know processes.
 Foster an about the topic ELABORATE  Give the  Creating digital
interest in the  KWL (K-Know; students or print
upcoming W-want to space and infographics to
concepts learn; L- opportunities illustrate
 Prepare the ultimately to apply what learnings
students to learned) Chart they have  Create slide
learn new  Maps of learned presentation
concepts conceptual  Ask the  Jigsaw
 Introduce change students to discussions
topic for the create  Fishbowl
first time presentations discussion
EXPLORE  Allow  Laboratory or conduct
students to experiments additional
actively  Scientific investigations
explore new method drills to reinforce
concept  Hands-on skills
through activities  Allow the
concrete  Performance students to
learning tasks establish
experiences  Field work knowledge
 Guide the before
students in evaluation
going through EVALUATE  Conduct  Self-
the scientific formal and assessments
method informal  Peer
 Students assessments assessments
make to check the  Paper-and-pen
observation students’ test
and share content and  Objective tests
finding to their performance  Performance
peers mastery tasks
  Observe the  Game-based help the students connect their
students to exams exploration to the concept under
see whether examination?
they have a  List higher-order thinking questions you
complete will use to solicit the student’s
grasp of core explanations and help them justify their
concepts explanations
 Note how the ELABORATION
students  Describe how the students will develop a
approach more sophisticated understanding of the
problems concept
 Recognize  What vocabulary will be introduced and
that there are how will it connect to the students’
multiple ways observations?
to approach  How is this knowledge applied in our daily
and solve a lives?
problem EVALUATION
 How will the students demonstrate that
SAMPLE TEMPLATE: they have achieved the lesson objectives?
5E Model in the instructional Plan This should be embedded throughout the
lesson as well as at the end of the lesson.
Teacher:

Date:

Subject/Grade Level:

Materials:
Reference:
Content Standard: Alata, E. J. P.; Alata, E. J. P. (2019). Teaching Strategies
for Elementary Science. A Course Module for Physics,
Performance Standard: Earth and Space Science. REX Book Store Inc.
#856Nicanor Reyes Sr. St., C. M. Recto Ave. Manila,
Philippines
Lesson Objective(s):

Prepared by: IRENE M. MORA, EdD

Different Strategies to meet diverse learners’ need IED Instructor

ENGAGEMENT
 Describe how will you capture the students’
interest.
 What kind of questions should the students
ask themselves after the engagement?
EXPLORATION
 Describe what hands-on/ minds-on
activities that students will be doing
 List “big idea” conceptual questions you
will use to encourage and/or focus the
students’ exploration
EXPLANATION
 The students’ explanations should
precede introduction of terms or
explanations by the teacher. What
questions or techniques will you use the