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Abstract

Using the 5E inquiry model to plan learning experiences in literacy and mathematics provides opportunities for centering students’ thinking and reasoning and engaging students in the productive struggle. This shift in pedagogical approach necessitates planning with student inquiry in mind. As the teacher’s role shifts from provider of information to facilitator of students’ learning experiences, students demonstrate their learning progress through the five phases of this inquiry-based approach, Engage, Explore, Explain, Elaborate, and Evaluate. Throughout the phases of a 5E inquiry lesson, there are multiple opportunities for students to apply, share, and discuss their thinking. Gauging student progress in each phase allows teachers to plan follow-up experiences that provide additional challenge and continued opportunities for growth.

Keywords

math differentiation reading gifted educaiton problem solving young gifted cognitive development curriculum instructional strategies talent development underserved populations

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Not Just for Science: Using the 5E Instructional Model to Engage and Respond to Students’ Thinking in Mathematics and Literacy

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