5E Response Paper
1. Which actions by the teacher seemed to support student engagement and understanding?
During the explain portion of the 5E lesson, Dr. Bradbury supported student engagement and understanding by asking higher level thinking questions; evidence for this can be seen in sections .35-1:15 min and 9:19-11:26 min of the video. The questions Dr. Bradbury asked provided an opportunity for rich in-depth conversations by student to discuss the idea of heat transfer. Through these conversations students were able to develop a more concrete understanding of the concepts taught in the explore portion of the lesson. Dr. Bradbury also supports students’ engagement by providing real life connections of heat transfers to students’ lives, shown in 5:52-6:31 min and 9:19-11:26 min of the video. These real life connections Dr. Bradbury made can make abstract ideas such as heat transfer, more concrete because students can match experiences they have had in real life to the ideas being taught in class. Another area where Dr. Bradbury supports student learning is where she writes important concepts on the board, as well as
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Bradbury could have made to facilitate additional student learning is allowing more time for students to make real-life connections to heat transfers in their life. This can be seen in minutes 5:52-6:31 of the video. Through making more real life connections, students could have cemented their knowledge about the ideas of heat transfer more concretely, thus giving the students more opportunities to critically think about the idea of heat transfer. Another area where Dr. Bradbury could have facilitated additional students learning is by adding more movement activities to the lesson. At the end of the explain portion of the lesson the students are able to get up and move around like water molecules as different states of matter. However, for kinesthetic learners more movement could have really enhanced their understanding of the
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