Transcript 5E Model (PowerPoint) - Texas Council on Economic Education

5E MEETS STEM
T E X A S C O U N C I L O N E C O N O M I C E D U C AT I O N
LAURA EWING
71 3 . 6 5 5 . 1 6 5 0
[email protected]
1 8 0 1 A L L E N P A R K W A Y, H O U S T O N , T X 7 7 0 1 9
WWW.ECONOMICSTEXAS.ORG
WWW.SMARTERTEXAS.ORG
TCEE
• Teaches teachers who teach students who are
the future of Texas
• Provides interesting 5E hands-on lessons that
develop critical thinking skills for students in
Economics, Social Studies, Math, and
Career/Technical Education classes.
THIS WORKSHOP AND THE ACCOMPANYING MATERIALS
ARE MADE AVAILABLE TO TEACHERS THROUGH THE
GENEROUS SUPPORT OF THE COUNCIL FOR ECONOMIC
EDUCATION.
HOW DO YOU GET THESE MATERIALS FOR FREE?
www.economicstexas.org
www.smartertexas.org
After open above link, go to resources or PFL Lessons
ENGAGE
1. How do you like to learn?
2. What strategies help you retain content and skills?
Strategy: think,
pair,
share
WHAT IS STEM?
Science
Technology
Economics
Engineering
Mathematics
5E MODEL
The 5E model provides a structure and framework for developing lessons that ensure
student engagement and comprehension as well as the ability to utilize the skills
and content learned. Through practice activities, checking for understanding and
remediation, students have a greater opportunity for retention of content and
skills.
Engage
Explore
Explain
Elaboration
Evaluate
Explain/Evaluate and Settle
ENGAGE
The teacher focuses student
learning by –
Asking questions
Presenting problems
Engaging all students
Connecting previously learned
concepts with the concepts to
be learned today
EXPLORE
The student becomes directly involved with the
key concepts through guided exploration that
requires each person to explore, inquire,
question. Teachers observe and listen to the
students as they interact with the lesson.
EXPLAIN
Collaborative learning teams begin to sequence
logical events/facts from the exploration
phase. Students communicate with others
and themselves. The teacher serves as
facilitator, elaborating on the lesson. Even if
the teacher lectures, there are frequent
checks for understanding to have all students
make connections.
ELABORATE
This stage allows students to extend and
expand what they have learned in the
prior stages. Connections are made
with prior learning, self and the world.
Check for understanding is critical
during this phase.
EVALUATE
Ongoing evaluation allows the instructor to
determine whether the learner has attained the
desired level of understanding of the key ideas
and concepts. Quizzes and formal evaluation are
part of this stage. Informal checks for
understanding allow the teacher to quickly
determine understanding.
EXPLAIN, EVALUATE, SETTLE
The brain needs time to reflect upon what has
been learned.
• Daily closure activities allow students to
produce and connect information to prior
learning, self and the world.
• Allow students time away from the new content
and concepts as well as physical exercise helps
settle the information into the brain’s file
folders for future retrieval
DEFINITIONS
GDP: THE TOTAL MARKET VALUE OF ALL FINAL
GOODS AND SERVICES PRODUCED IN AN
ECONOMY IN A GIVEN YEAR.
GNP: THE TOTAL MARKET VALUE OF ALL FINAL
GOODS AND SERVICES PRODUCED BY AN
ECONOMY IN A GIVEN YEAR
EXPLORE:
WHY FINAL VALUE?
You own a bakery and you need to buy resources/ingredients
for a cookie made of eggs, flour, etc.
Do you count the value of the goods and services:
 When you buy the ingredients
 When you sell the finished product
 Both of the above
 None of the above
WHY?
EXPLORE: WHICH COUNTRY IS RICHER?
COUNTRY A GDP
$100,000,000
COUNTRY B GDP
$200,000,000
EXPLORE: NOW WHICH COUNTRY IS RICHER?
GDP
COUNTRY A $100,000,000
COUNTRY B $200,000,000
POPULATION
COUNTRY A = 1,000,000 PEOPLE
COUNTRY B = 3,000,000 PEOPLE
EXPLAIN: PER CAPITA GDP
THE TOTAL MARKET VALUE PER PERSON OF ALL
FINAL GOODS AND SERVICES PRODUCED IN
AN ECONOMY IN A GIVEN YEAR.
What is U.S?
What is Texas GSP?
EXPLAIN: WHAT IS U.S. GDP VS. TX GSP?
Source:
U.S. 2007
2008
2009
2010
$46,459
$47,015
$45,793
$47,153
2010 US GDP and GSP
$47,482
http://data.worldbank.org/indicator/NY.GDP.PCAP.CD
#1
DC
$174,500
#2
Delaware
$69,667
#3
Texas
$45,940
#4
Idaho
$34,250
http://en.wikipedia.org/wiki/List_of_U.S._states_by_GDP
EXPLAIN: ACTIVITY 1: GDP
PLEASE READ THE ARTICLE
WHAT IS THE DEFINITION OF GDP HERE?
WHAT ROLE DOES MEASURE OF VALUE PLAY?
WHAT IS DOUBLE COUNTING?
WHAT ARE FLOW OF PRODUCT APPROACH AND
EARNINGS AND COST APPROACH?
EXPLAIN: GDP
GDP = C + I + G + (X-M)
C
= CONSUMERS
I
= INVESTMENTS
G
= GOVERNMENT
EXPORTS = EXPORTS – IMPORTS
U. S. POPULATION IN 1993 = $24,683
WHAT DOES GDP NOT TELL US?
CHECK FOR UNDERSTANDING
Student questions on pages 56
Vote with fingers or write on white board
Disagree
Agree
ELABORATE: SOUTH AMERICAN MAP
THE GDP PER CAPITA OF CANADA IS BETWEEN
$_____ AND $_____.
FOUR COUNTRIES WITH GDP PER CAPITA
BETWEEN $15,000 AND $19,999 ARE:
THE NATIONS OF SOUTH AMERICA HAVE GDP
PER CAPITA BETWEEN $___ AND $___.
ELABORATE: HOW WOULD YOU SET UP A
CHOROPLETH MAP OF SOUTH AMERICA? PAGES
58 AND 59
ENRICHMENT: CHOOSE A COUNTRY WITH A LOW
GDP AND ONE WITH A HIGH GDP. SET UP A
CHOROPLETH MAP TO SHOW THE
DIFFERENCE. ALSO, VISUALLY DEPICT THE
CAUSES OF THESE DIFFERENCES.
EVALUATION
How can a choropleth map help explain
GDP/GNP?
Do you feel that GDP or GNP is a better
reflection of a country’s productivity?
Why?
THE 5E MODEL AND THE DEMAND FOR
IMMIGRANTS
Engage:
What would you use as an engage activity to spark student
brains?
Explore:
What activities provide guided exploration. Teachers observe
and listen to students.
Explain: Collaborative groups begin to sequence logical facts and
events. Teachers facilitate. Frequent check for understanding.
Elaborate: Students extend and expand from prior learning, Connections
made with prior learning, self and the world. Check for
understanding essential.
Evaluate: Informal checks for understanding, quizzes and tests.
THANKS TO TCEE BOARD OF DIRECTORS AND
CENTER DIRECTORS
TCEE Board of Directors
TCEE Center Directors and Staff
James Cooper, Chair
Steve Cobb, Ph.D., University of North Texas
Joe Adams, Union Pacific/Retired
Alberto Davila, Ph.D., UT Pan Am
John Anderson, Anderson Investments
Susan Doty, UT Tyler
Andrew DeLauro, Citibank
Cheryl McGaughey, Angelo State University
Thomas Fleissner, HIT
Nancy Shepherd, Stephen F. Austin State Univ.
Laura Jaramillo, Wells Fargo
Jean Walker, West Texas A & M
Sherry Kiser, Federal Reserve Bank
TBD, Texas Southern University
RADM Robert Smith, A&M Galveston
Carol Trout, Trout Foundation
Pete Villarreal, PlainsCapital Bank
Laura Ewing, President
Catherine Rinhart, Program Director
Cindy Manzano, Smarter Texas Director
Debbie Mackey, Stock Market Game™
Cherry Frye, Office Manager
Allen Reding, Web Manager
5E MEETS STEM
T E X A S C O U N C I L O N E C O N O M I C E D U C AT I O N
LAURA EWING
71 3 . 6 5 5 . 1 6 5 0
[email protected]
1 8 0 1 A L L E N P A R K W A Y, H O U S T O N , T X 7 7 0 1 9
WWW.ECONOMICSTEXAS.ORG
WWW.SMARTERTEXAS.ORG