Design professional learning for leaders using a 5E learning cycle¶

Strategy · All strategies
Evidence · no claims cited

Description¶

A district science coordinator interviewed for the framework describes designing professional learning for educators using the 5E Instructional Model, structuring the day as a learning cycle in which adult participants experience learning as students do. The coordinator states "I always use a learning cycle in the professional learning that I develop — I use the 5E Instructional Model [Bybee, 2014], and it drives what I do for the design," beginning with an Engage event to hook participants and scaffolding their learning through a student-level experience.

Design Implications¶

Context¶

Requirements¶

• Facilitators need a storyline for the professional learning, a framework and activities built on the 5 Es, attention to transitions, and knowledge of their audience.

Constraints¶

• This is one leader's reported practice among the interview examples; the framework presents it as an emerging model rather than a tested design.

Target Learners¶

• Teachers and leaders participating in NGSS professional learning

Target Learning Goals¶

• Learning the NGSS and shifts in science teaching through experiential, learning-cycle-based professional learning

Affordances¶

• Six Leadership Knowledge Areas Ngss

Related Strategies¶

• Eleven critical actions executed through a Plan-Do-Reflect-Revise cycle
• Teaching Learning Collaborative: a two-day lesson-study process of collaborative planning, teaching, and evidence-based revision
• Sustained teacher professional development with coaching and professional learning communities

Examples¶

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Key Sources¶

• Stiles, K., Mundry, S., & DiRanna, K. (2017). Framework for Leading Next Generation Science Standards Implementation. San Francisco: WestEd. https://www.nextgenscience.org/appendix-d-case-studies