This week I really got to think about the 5 E model and how all the E's work together to make a strong Inquiry-based lesson. I also had fun thinking about what types of technology I wanted to add to my lesson.
I used different technology for each E in my lesson.
This is copied directly from my website:
Technology in Engage:
Padlet: Students post predictions + initial ideas. Padlet Link
Edpuzzle: Bridge Types Video to spark curiosity. Edpuzzle Link
Technology in Explore:
Google Sheets for students to chart load-test data
Padlet for photo uploads and station notes: Padlet Link
Quizlet Investigable Question Sets: Quizlet Join Activity Flash Cards
Technology in Explain:
Canva or Google Slides for labeled diagrams
Edpuzzle clips reviewing beam vs. truss design. Edpuzzle Link
Technology in Elaborate:
Tinkercad for digital redesign
Padlet for Version 1 vs. Version 2 comparison images. Padlet Link
Technology in Evaluate:
Google Sheets for final data table
Google Slides Engineering Report
Padlet peer review or comments. Padlet Link
Creating a Web 2.0 tool for each E was more helpful than I expected. Instead of choosing tools randomly, I had to think how I could use each technology tool strategically at each step. Using a Padlet and Edpuzzle for the Engage step felt like a great way to start out my lesson and get buy-in from my students. Quizlet in the Explore step felt like a good way to help students learn the concepts of investigable and non-investigable questions. Having students create a labeled diagram in Explain felt like a real-world application of bridge design. Then during the Elaborate step having students use TinkerCad to modify and change their bridge designs sounds like a good use of technology. Though I learned about another bridge building tech tool in the class discussion,
West Point Bridge Builder 
West Point Bridge Builder
simulation software. So when I use this lesson with students I might change the Elaboration Step to use West Point Bridge builder instead. Finally, I like to have a real-life competition for the strongest bridge and then use some technology in the the final presentation about the bridge each group made.
I also found myself thinking more deeply about how I would know whether students truly understood concepts. This led me to embed more meaningful formative assessments throughout, not just quizzes, but observations, diagrams, redesign decisions, and reflections.
I learned about new Web 2.0 tools.
During the class discussion I learned about some other web tools that I have used briefly or not at all.
Goosechase: What I love about Goosechase is that it takes the idea of a scavenger hunt and
turns it into a learning experience. I think I used it a few times with students during Covid, but not since then. It feels a lot more engaging than sitting down for a test. It's a novel way to assess students and it allows students to use their creativity. It feels like Goosechase could be used in a variety of subjects. Students could solve math problems and post pictures of the answers or go outside and look for evidence of erosion.
Floop: I never heard of Floop before. It is a place where students can get valuable feedback about what they are doing in class. I like how students can give Feedback on their peers' work anonymously. Additionally, it can be integrated in Google classroom, Canva and Clever.
Flippity: I like how you can make flashcards to study things, but also make a game show(similar to Jeopardy) for students to compete against each other. I find that students enjoy when you can gamify the review process. There's actually a lot more on the Flippity website like crossword puzzles, breakout rooms and other review games for students.
What Has Changed for Me This Week
During this past week I have realized that the 5E model is not about following each step in order, but instead about giving students a framework for thinking. Inquiry-based learning isn’t about letting students discover everything on their own. Instead it is about guiding students' thinking and giving them language to explain what they learned. The 5E model is all about guiding students to have a conceptual understanding about what they are learning.
My Questions
How do teachers realistically implement the 5E model when they have demands for time and to keep on pace with the curriculum.
As an ESL teacher as well, how can multilingual learners use the specific academic language more confidently during the explain and evaluate phases?
References
BSCS (Biological Sciences Curriculum Study). (2006). The BSCS 5E instructional model: Origins and effectiveness. BSCS.
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