Connecting Theory and Practice Week 2

 In science class, 6th grade students are learning about Newtons Laws of Motion. 

Through the observation there were many things that stuck out to me in relation to the theories we are learning in class. Although not explicitly stated, the students go through processes identical to the 5E's. 

The following photos are from the beginning of each HMH booklet students work through. 

The beginning page says the words "Analyze", "Collect Data", and "Observe" 

This page says the phrases "Define Problems" and "Test Solutions" 

"Gather Information", "Conduct Investigations", and "Think Critically" are found on this page. 

On the final page the phrases "Construct Arguments", "Collaborate", and "Develop Explanations" are found. 

Each of these phrases/words correspond with with one of the 5E's. Through engage students are asking questions and activating prior knowledge. This would align with "Define Problems". This is where students in this class would read a short passage to activate that prior knowledge and conduct a warm- up. The next E is explore. This word aligns with many of the words and phrases in the book like "Collect Data", "Observe", and "Conduct Investigations". In the classroom I was observing, during this phase students would be conducting the actual investigation, experiment, and/or "hands-on" activity. Unfortunately, students do not actually get to do "hands-on" experiments. They do simulated experiments and investigations. This seems a little dissapointing and differs from many other schools. They are able to do programs such as "Gizmo" or "Legends of Learning". The third E is Explain. This is where students explain what they have discovered and educators can clarify understanding. In the book this looks like "gather information" and "construct arguments" and "collaborate". Students in the classroom were having group discussions with their table and the teacher would clarify any questions. The next phase is Elaborate. This would look like reviews and worksheets. Students in the classroom would have to complete worksheets and/or knowledge checks on thier computer. The words aligned with this phase "develop explanations". The final stage is evaluate. This is where educators assess the learning of their students. I think the phrase that best fits this phase is "think critically". In the classroom we did not see a formal assessment, yet I saw many knowledge checks throughout all of the phases. 

This is an example of the worksheets that the students do. This first page is all about Engaging and activating prior background knowledge. The examples provided are all things that the students should be familiar with. 

This week I was also provided with an example of a compelling question. In the Social Studies class students were learning about The Mayan People. Through a series of documents they were answering the compelling question "The Maya: What Was Their Most Remarkable Achievement?"

This "DBQ" has 4 documents included that can help students when answering the compelling question. 

This is an example of a document included to support students in choosing the most remarkable Mayan achievement. The achievement shown is a Mayan Calendar. 

The documents provided had smaller supporting questions that help students when answering the compelling question. 

This is the outline provided for students to answer the compelling question of "What Was the Most Remarkable Mayan Achievement"

***I am having a hard time with this platform and cannot seem to format my blogger correctly, so I apologize if it looks clunky.***