Bring the Life Back to The
Classrooms
A Capstone Project report on
Teaching the science to the Primary Classes in the US:
The Best practices to learn
A tool kit
With the introduction to science teaching
models in US
With instructional strategies
Submitted By:-
Narayan Singh
Fulbright Distinguished Award in Teaching Program Fellow
India to United States
August 2015 to Dec. 2015
Table of contents
Page No
Chapter Contents
1 Preface
1 The Nature, Scope and objectives
2 Defining the best practices
3 An introduction to the instructional strategies
4 National Curriculum framework and problems of science teaching
5 The inquiry based science teaching
6 Building a science talk
7 The Cross cutting connections
8 The Project based model of science teaching
9 Learning cycle :The 5 E instructional model
10 appendices
Preface
Education has been a great liberating force ever since the human civilization came into being.
Historically, the human civilization took a long stride with the education as a tool of
transformation. Because education opened the doors of communication that led to the exchange
of knowledge and slowly by coming closer and learning from each other. All the civilizations
progressed together facing many ups and downs. The science education was another wing added
to the fast forward progressive movement of the human civilization. The science gave wings to
the human thoughts and revolutionized the world that today we have made a giant leap beyond
the galaxies. Taking into account the science education is on the prime agenda across the globe.
The science and technology education thus offers the abundance the opportunity of exchange
between the countries of the world for mutual learning and progressing human civilization,
building relations between the nation to nation. Keeping in view the some issues in elementary
science education under the aegis of the Fulbright Fellowship Program, I was in search of the best
practices of science teaching in the Primary education in United States as it has made remarkable
progress in every sphere of life by virtue of the science and technology and has emerged as de
facto global leader. The given tool book is based on my experience of current trends and practices
in United States Science Education in elementary schools. I would like to say it more a discussion
paper and less a tool book because I believe that all the instructional strategies incorporated here
must pass through the hands of the experienced hands of educators of our state and should be
owned by them after thorough discussion by them instead of being imposed upon them. These
strategies should be enriched by their experiences so that it may be able to serve the purpose it
has been developed for. This is the first purpose of the present tool kit.
Secondly, working on my inquiry project i.e. The Teaching of science to the Primary Classes in
the United States: Learning the Best Practices has been a new kind of experience here. Defining
the Best Practices in teaching Science is not an easy task. The best practices cannot be a set of
the keys that answers all the questions relating to the teaching of science. The practices of
teaching science depend upon the factors and those factors are the context and the environment,
time and space situational objectivity and subjectivity depending on a real classroom processes.
As a final product it is supposed to be a tool to be replicated in a given specific environment
hence it has a larger responsibility to be an instrument with the result oriented outcomes. Hence
to make its outreach far and wide it has to work in a trickle down manner as a teacher’s tool kit
from the state level Resource group to the teacher’s resource tool kit in every school of Himachal
Pradesh. This seems to be nostalgic dream but as evident from the history of science itself that
for every reality we see today had a dream behind it and without dream no reality has ever been
imagined yet. I have introduced three main tools to implement the best practices of science
teaching effectively in my state educational environment. Firstly the strategies to implement
these practices in Multi grade teaching situations as most of our schools are based on Multi-
Grade Teaching system so without taking the concrete prevalent situation into account no
strategy can prove successful. Secondly on the basis of my experience of the Host country the
science can be taught together with other subjects, considering its importance I have analyzed
the prescribed curriculum contents of my state and have created templates of the content
analysis together with the teaching practice to facilitate the teachers how they can use the
strategy in their curriculum context. Thirdly, I have introduces some tools to assess the
effectiveness of the BSCS model of science instructions by concretely defining the model in our
own context and have introduced the common lesson plan of the two Models i.e. The Project
Based teaching Model and BSCS: 5 E instructional model. The teachers can develop further lesson
plans using the same template. Though it cannot be termed as a systematic study or research in
collecting and compiling the contents of this tool book however have tried to create a platform
of the teaching resource information and kept open ended with a scope of further scope of
developing it into a compendium of the International Best practices in science teaching to the
tiny tots which give them the razor sharp outlook to think critically, organize systematically and
connect objectively and construct creatively in their laboratory of life . The larger responsibility
still lies on the shoulders of the teaching fraternity to work together to attract the students
towards science,, engage them in the activities which promote experiential learning instead of
the spoon-fed learning, helping them in connecting their ideas to the objectivities of the various
phenomena around them and ultimately creating tons of scientists from our classrooms
contribute in the rapid transformation of our country into a balanced socio-economic power.
I have no much experience of neither of the research nor of the writing hence in this first attempt,
though I do not want to save my skin from the genuine criticism from the experienced faculty,
teachers researchers and scholars rather their valuable suggestions and criticism definitely would
encourage and incise me to improve it consistently, yet anything in this tool kit that makes it even
least useful as a resource to the Teachers Trainers in the context of Himachal Pradesh Govt.
School System , I would be really repaying my debt to my teachers and the students and peoples
of Himachal Pradesh at large as I owe many things to them.
सस सससससस सस ससससससससस
ततततततत तततत तततततत सस सससससस सस ससससससससस त तततततततततत तततत तततततततततत तततततततततततत त - ततततततततततत
Education that which does not create attachments is a good action. All other actions only drain
your energy. Only the education that liberates is the right kind. All other education is like sculpturing.
The citation above is From the Vishnu Purana, one of the eighteen Puranas written between 3rd
century to 10th century, as the fundamentals of the development of the Hindu Mythology. The
Picture below is from the School Chicago founded by John Dewey The great US educationist
of the twentieth century. Both carrying the same meaning
Chapter One
The nature scope and objectives
To begin with the quotation from John Dewey, “Education is not preparation for life; education is life itself.”
Clearly sets out the objective of the broader general education. Where the life is in education? It
can be expressively be found in the facilitation and freedom of learning .The freedom cannot be
determined by the system itself but the receptiveness or the response of the learners towards
the domains of knowledge and the process of facilitation of knowledge influx. The amount of the
influx of that knowledge depends upon the adaptability and acceptability of the facilitation of the
knowledge process by the learner. The life and school relation can be obviously seen at the
opening and closing of the school. We generally see the children rushing towards the school in
the morning but this rush is just to enter in the school well in time not because of the engagement
or the enjoyment in the school a little however may be because of meeting the peers and friends.
At the time of closing the children rush to home more eagerly though they know there is no
timeframe to enter their house. This generally depends upon the feeling of belongingness which
pulls everyone may be a child or the adult or whatsoever. That belongingness engages make
enjoyable and energetic making possessive, participatory and more oriented towards learning.
The terms used hereinbefore like belongingness, engaging, enjoyment etc. denote feelings and
the feelings are the one which differentiate between the man and machines. In other words the
work without feelings is to machines and with the feelings is human and that is it; the life in
education.
There is another scene as well. During my school visit in US, I asked a little 3rd grader, that why
she loves to come to school? She says that she is to take care of the plants she has planted a few
days ago and wants to see them growing every day. Moreover she is also worried about her
plants wellbeing as well. She says that some of her peer pulled one of the plant mischievously
which dried eventually, in her absence when she had not been in the school for 2-3 days. She
cries for that plant and complains to the teacher. The teacher verified the episode. I say that not
to worry about the plants, she can even grow them even at her home where she can take better
care, she expresses her agony that she can’t because she doesn’t have the space to grow a plant
at her home ,as it is a rented apartment.
In another class I ask a student about but he prefers between home and school the answer is
school because he wants to know more about stars and these days the Teacher is teaching about
the Galaxies through and showing the pictures as well. Since he wants to go to space it is
important to know about stars .These are a few stolen moments from the students in the US
which inspire me to teach in the new ways and also help me in defining my objectives to teach
me in a new way not me alone but for my peers as well because bringing life back to learning can
only be cherished through science education in many ways because it offers freedom to think
beyond the structured domains and encourages to explore and engages in activities consequently
lets the phenomenon to be elaborated and explained. Consequently I decided to design a tool
book for the teachers to teach science based upon my experiences in United States where as a
visiting scholar I needed to know the best practices in teaching science to the Primary Classes
with the tripod of objectives:-
1. To introduce the existing models of Teaching Science in US to the teachers
2. To contextualize these models keeping in view the current curriculum of Himachal Pradesh
3. To enable it as a resource book for the classrooms to support the inquiry based experiential
learning and other most effective and widely used science teaching models in the United States.
The tool book clearly defines its objectives as follows:-
This is a resource book to support the teachers how they can make learning more explorative,
engaging, experiential and enjoyable in other words gearing their Learning Cycle up with the
natural instinct of the young learning in mind, that’s why it has been titled as “Bringing the life
back in learning.”
The book also tries to provide the on net information to the teachers from where they can access
the resources in order to equip themselves professionally.
Though mainly focused on the experiences of United States it has been tried to relate it to the
available support structure and resources so as to optimize them instead of adding an additional
burden upon the teachers such as suggestive library readings so far as possible.
Scope:-
There may be myriads of the objectives which this toolkit can meet with other than the outlined
above and like any other book dealing with the tools of teaching science as it is based upon
certain principles of Teaching science thus it should have a testing validity as well and for that
the entire State of Himachal Pradesh India with its current curriculum has been chosen to test
the efficacy of the models of teaching science which have been incorporated in this tool kit.
Hence broadly the area of replication of the model would be the state of Himachal Pradesh.
The curriculum also changes with the learning needs, thus keeping in view the possible change
in future, only the theoretical issues of the curriculum content have been taken into account
subsiding the importance of the focal issues taken up in the science curriculum because the focal
issues are subject to change with the time and space. Moreover the area specific focal issues
have been the well addressed in the current curriculum, if not the scope of our tool kit frame
work does not allow us adequate space to present the critique of the current curriculum in the
state. However if some teacher or the reader want to learn about the issues those matching with
the current curriculum, to enable him to know how these were or are addressed in United States
,some relevant links have been provided to further the knowledge of such interested reader as
additional source of information. Thus enabling this tool book to have a broader outreach in its
content and context. However, all the examples related to the current curriculum in Himachal
Pradesh, in order to make the tool kit more supportive, to the current textual contents.
In US classrooms there is not only the individual teacher for each classroom but also assistant
teachers and the teachers like Music Teachers Art Teacher, Physiotherapists, Special Educators
and a big support structure around, comparatively the schools of Himachal Pradesh can be
termed as Teachers impoverished schools mostly running the classes on Multi-grade Teaching
(MGT) hence there is a big challenge of getting these practices implemented in in letter and spirit
.But keeping the problem in view the following model has been developed to make the tool kit
effective in Training ,planning and implementing stages.
1. The lessons of the science texts of 3rd .4th and 5th grades have been integrated in order on
the basis of the content under Project Based Learning Model, and that is what under the
MGT is done.
2. Multi-Disciplinary Integration (MDI) approach has been introduced in this tool book with
concrete examples, how science can be taught together with other disciplines?
Limitations:-
I am to outline three broad limitations of this tool book. First of all it consists some tools and
instructional strategies relating to the effective implementation of the best practices of teaching
science in United states, which I have developed, may be helpful in teaching science and adapting
some of the best practices in the context of Himachal Pradesh but I have no mechanism to test
the validity of these tools by means of any experimentation hence these are hypothetic until
tested in other words these tools do not have test validity, because these need to be tested in
the classrooms and students for whom these are devised .Secondly , I have just introduced the
teaching strategies and models merely for the sake of introduction for want of time and space. I
have created the templates of some of the strategies merely because our curriculum is too large
to fit everything in these templates, for the further development of the curriculum as per the
instructional models it needed a large number of resources and time which I avoided keeping my
limitations in mind. For The brief introduction of the models I would say that there was a limited
space in this tool book hence I incorporated only the essential basic things, moreover there is an
abundance of reading material in form of the books and online resources, the interested persons
can have an easy access to these resources. Thirdly I would say my work just an introduction to
the teaching practices neither a research work nor a tool book in true academic sense. I am going
it to present to the teachers of my state for discussion hence I would say it a “Discussion Paper”
more accurately.
Hence it is open for testing and critique with the limitations outlined herein above.
Chapter Two
Defining the Best practices
Defining the Best Practices: - The practice can be better understood as the way to perform
continuously, the regularity of doing something over and again, rehearsing it in continuity in
order to master it or attaining perfection in it. But the practice cannot be termed as the pendulum
movement or moving on the same way to and fro. It is following the same process in different
situations facing new challenges improving it in continuum. Thus the best practice can be termed
as the most practiced activity tested indifferent situations and challenged and found practicable
and result oriented. Thus the periphery of practices in science teaching can be like this .More
scientifically introducing more rigorous tests and challenges in order to make the practice more
perfect.
Here in United States there are three major things that I have observed are;
1) The ambiance of the science teaching environment because it is the part of culture here
thus Science enjoys the community support and concern as well.
2) Keeping in view the concern that the science teaching is the only way to make the nation
stronger, many organizations, institutions and individuals are continuously practicing
experimenting and improvising the practices in science teaching, resulting in emergence
of innumerable ways, methods, techniques, technologies daily, defining and compiling
them and analyzing them in order to implement in our context is the hardest task in itself.
3) US education enjoys the autonomy subject to the condition to perform or to perish
hence there is National common core, state specific standards and some individualized
Schools on the basis of model like charted schools, Project Based learning schools and
many more out of this periphery. Other than this many agencies educationists and private
concerns are developing a plethora of instructional strategies, lesson plans and modules
in science teaching, thus bundling the best practices from one quarter would be sheer
injustice on my part.
Hence the only option left with me is to incorporate two Models of science teaching which have
defined practices and may be new to our environment in Himachal Pradesh, they are;
1) The project Based Learning.
2) The Learning Cycle: 5E instructional Model.
And adding other set of the practices which may be the most suitable according to our science
teaching standards. Since here two models are being introduced the set of other best practices
like inquiry science, interdisciplinary integration, science talk after a brief introduction that how
these are practiced in United States at ground level and how they can be related to our
curriculum instructions in order to make science teaching effective. Thus my definition of the
best practice here is;
“The prominent instructional practices of science teaching in United States, which are
implementable in the prevalent conditions of Himachal Pradesh Primary schools; either as a
whole or with the partial modification whatsoever, without inviting any policy change for the
implementation thereof.”
Thus the two models mentioned hereinbefore do meet the criteria as give in the above said
definition. The both the Models are in practice in United States and I have visited the schools
which are named after the Practice like Project Schools and have had deliberations with the
educationists and the faculty and above all research studies supporting the models. Other than
this there are some fundamental science teaching theories like Inquiry Science which is
unavoidable to not have mentioned, and is a regular science teaching practice in the schools
other than the Models given hereinbefore with the examples how this is practiced in the schools.
The interdisciplinary teaching with the introduction to the cross-cutting concepts. . The
interdisciplinary approach is the part of the pre-service teachers training here and the student
teachers write reflection papers on it. Also is the most suitable in the context of Himachal Pradesh
where science teaching does not have an edge even on the side of the teachers because of the
shortage of the teachers, thus it is more valid for the reasons. The science talk is another practice
having valid reasons to introduce here because it is also meaningful in our cultural context. My
little contribution is just to relate and modify these practices, in order to make easier to
implement in our local and textual contexts, which can be a tool of effective science teaching in
our state. Thus I have named it to be a tool book of instructional strategies in science teaching.
Chapter three
An introduction to the instructional strategies to implement the best practice
After defining the best practices two question arise first, whether these practices are not known
to our teachers in Himachal Pradesh and second, how to implement these best practices in the
concrete conditions of Himachal Pradesh? The answer to first question is definitely, yes! If yes
then why these practices are in use or owned by the teachers? The answer of the first question
there are two aspects of the problem. First there are no enough number of teachers even to fulfil
the basic minimum requirements of routine instructions in many schools of the state then how
we can expect the honest application of these practices. Secondly the teachers need to be trained
about the instructional models with certain problem specific strategies.
In order to substantiate the first aspect, it would be quite appropriate to reproduce the excerpts
of a report of Sarva Shiksha Abhiyan (SSA) namely “Quest for quality in elementary education:
The challenges and way forward.” The report reads as follows,
“One reason for the low levels of quality is Multi- Grade situation in our schools. The ASER
(Annual Survey Educational Reports) data on multi grade situation in our schools is quite
alarming. On one hand there is a need to train teachers in a better way so that they can handle
multi grade situation in a better manner, on the other hand we need to take steps to reduce the
number of single teacher schools.” (Sample: 272 schools)
Table: Multi grade classes 2007-2011
% of schools with 2007 2009 2010 2011
Std.II children sitting with one or more classes
60.8 57.4 58.7 50.7
Std.IV students sitting with one or more classes
54.6 53.7 54.0 44.8
Moreover here is the data of teachers in schools as per ASER 2011 report which shows;
Table: Schools by No. of teachers: Year 2010 and 2011
No of teachers
2010 2011
No. of schools
% of schools
No. of schools
% of schools
1 37 16.7 45 18.7
2 80 36.0 98 40.7
3 39 17.6 46 19.1
4 24 10.8 20 8.3
5 17 7.7 18 7.5
6 11 5.0 5 2.1
>=7 14 6.3 9 3.7
Total 222 100 241 100
Thus the report itself is self-explanatory that more than 50% of the schools of Himachal Pradesh
are run by single or two teachers.
In answer to the second aspect regarding developing some problem and area specific strategies
The report further suggests;
“In our schools the students are enrolled as per class and the text books are also class based
but the teaching happens in multi-grade situations .This creates practical difficulty.”
Thus I have tried to create the templates of some problem specific and area specific strategies
which may be helpful in the effective implementation of the
The content analysis strategy for multi-grade teaching situations: - Keeping the facts given
herein above I analyzed the content of our curriculum standards and developed the template on
the basis of integration of the contents so that can be taught in a multi-grade situation. Here I
was able to develop the template because of the time and space constraints. I hope to develop
it back home with the consultation of the teaching fraternity and institutions involved in
curriculum development and teachers training. The template is given herein under upon which
the whole curriculum would be integrated along with the instructional model. The templates are
given with the models of Instruction.
The content analysis for Multidisciplinary integration: - The second strategy for which I have
developed the template is the content analysis of multidisciplinary integration. This situation will
also facilitate the teachers to integrate the science curriculum with other subjects and thus they
will able to teach science together with other subjects. This needs to be developed further but
may be guiding in multidisciplinary integrational strategies.
Unit No
Grade Subject Unit content Interconnection with Mathematics
Interconnection with languages
1 5th Science Displacement Area calculation Writing difficult words , listening/sharing stories relating to displacement
The common lesson plans: - Third thing, I have developed a template of common lesson plans.
Which suggests that how we can use two models of science instructions i.e. the “Project based”
and “Learning cycle.” The lesson plans are the instructional steps that most of the teachers do
not like practicing in our state. Thus the chances of hotchpotch of the process of an instructional
are very common. Hence the teachers should devise lesson plans unit planning in order to deliver
the instructions in order.
These are not quite new strategies nor I claim them to be but I hope that the teachers’
academicians’ researchers or the developers of the curriculum can take them into consideration.
Chapter Three
The national curriculum framework and problems of science teaching
In accordance with the definition the first question is to relate these practices to the ethos of our
National Curriculum Framework (NCF) adopted in 2010, about the science teaching. These are
the guiding principles of our curricular framework, as per the concrete conditions of our country.
The revised National Curriculum Framework opens with a quotation from Rabindranath Tagore’s
essay Civilization and Progress, in which the poet reminds us that a Creative Spirit and Generous
Joy are key in childhood, both of which can be distorted by an unthinking adult world.
Outlining the basic purpose of education the NCF states,
1. Connecting knowledge to the life outside and schools.
2. Ensuring that learning is shifted away from rote methods.
3. Enriching the curriculum to provide for overall development of children rather than
remain textbook centric.
4. Making examination more flexible and integrated into classroom life.
5. Nurturing an overriding identity informed by caring concerns within the democratic polity
of the country.
Thus the NCF has envisioned a broad spectrum learning which teachers can make possible
by fostering these values in their teaching learning stratagem. The knowledge to life
outside the schools can only be made possible through the inquiry, experience,
exploration, explanation, connection, elaboration, application and replication of skills and
that is the science teaching or the scientific method of knowing the world outside. Hence
our education needs to be more science oriented.
About the learning of the children the NCF suggests,
“The children learn in variety of ways –through experience, making and doing the things,
experimentation, readings, discussions, asking, listening, thinking and reflecting and
expressing oneself in speech, movement or writing, both individually and with others.
They require opportunities of all these kinds in course of their development.”
All that has been said above can be meaningfully implemented through science teaching.
I may be obsessed, one can say; but it is not true because it is not only about science
teaching but teaching all other disciplines in a scientific way. That’s why it is insisted in
the United States as well to integrate the science teaching with other domains of
knowledge. But this intermixing should not go in an inexplicit manner, why the answer is
there but we need to understand the and examine the disposition of the science teaching
in the primary schools;
“At the primary stage the child should be engaged in joyfully exploring the world around
and harmonizing with it. The objectives this stage are to nurture the curiosity of the
child about the world. To have child engage in exploratory and hands on activities for
acquiring the basic cognitive and psychomotor skills, through observation, classification
etc.to emphasize design and fabrication, estimation and measurement as a prelude to
higher skills. Further the science and social science should be integrated as
environmental studies with health as an important component. Throughout the
primary stage there should be no formal periodic tests, no awarding of grades or marks
and no detention.”
Apparently this is the most scientific and pedagogical disposition beyond doubt but the
true spirit behind it is neglected to some extent in its implementation. For example the
observation of the environment has been given an ample space in our curriculum
standards but some of the problems taken up may not relate to the children residing in
other parts thus they may not take interest in. On the other hand observation is a very
broad term which need to be given a concrete shape. The observational ideas too must
have some testing validity. If the observation alone can work then everything that teacher
tells should be true to the child because without having witnessed being a part of the part
of the process knowledge cannot be confirmatory. There should be the scope of the lab
testing in the schools. When we are talking about the joyful learning the science offers a
variety of opportunities in making the learning joyful in many ways. There should be small
hands on tools in the lab. My experience as a student and as a teacher confirm this
because as a student I used to play with the spring balance of my school and the pulleys
and other tiny tools of the lab and learned the principles of the working of these simple
tools without the help of any lecture from the teacher. As a teacher I usually find some
students talking some tools in hand and lost watching them. This is their experiential
learning. The child at a very early age is more interested in discovering the wonders of
how the toy works than just being playing with it. He/she breaks them and tries to find
out the working principles behind it. While talking of the observation the joyous part of
the observation should be taken into account seriously. More importantly the neglect of
the tests should also be taken into the consideration. Well if we are not going to evaluate
the child’s learning in science that me be a good idea but shouldn’t it become the part of
their learning? If we are not testing the kids do we not require the learning as Pre-
knowledge? Doesn’t it need to relate with the other disciplines like languages and
mathematics? All these questions and concerns need to be addressed. Moreover
nowadays our education system is under deep crisis. The reason? The implementation of
the Comprehensive and Continuous evaluation with no detention policy. This system was
introduced in our state in the year 2005 and was implemented thoroughly. The result is
in the drastic fall in the student’s achievement level. This led our state government to
take up the matter with the federal ministry of education to revoke the policy. The
discussions are underway but all the stake holders including the teachers were not in
favor of the policy. All the failure were not because of the policy but due to the stringent
measures by which the science teaching could have been tested at some parameters if
not evaluated regularly. The evaluation to the context was not supposed to be of the
heavy scientific principles and scientific explanation behind it which discourage the
learner at the very outset. But more lenient approach led to the neglect of the science
teaching as an independent discipline. Here I am not presenting the critique to the NCF
but pointing towards the fact that the curriculum built on the basis of the NCF need to be
revisited. If we cannot make any change the Project Based Learning Model or the Learning
Cycle Model is the answer with its periodic evaluation and progressive changes.
Chapter five
The Inquiry Based Science teaching
What is the Science? This general question haunts everyone. The science may be broadly defined
as a domain of knowledge which tries to give the answer of the problem in a systematic
reasonable and tested way also having the universal validity. It is a system of knowledge which
postulates that
Everything is testable.
The test should be valid and universally acceptable. Though it may have exceptions in time and
space dynamics.
The result of test is also further testable as nothing is permanent. Every new truth or discovery
replaces the old thus the development of science as a discipline is also a continuous process.
The science is not a subject or discipline but an outlook of seeing, interpreting, applying,
critiquing and creating.
The scientific outlook starts with the observation, inquiry, hypothesis, testing, evidences,
reasoning and further interpretation and application and modelling.
There has been always a perpetual struggle in every society unscientific versus the scientific
outlook. Hence the learner in very small age carry the beliefs of the culture they belong to
.Sometimes the students or an individual do not relinquishes the beliefs even if the formal
education is over because of the impact of the religious and cultural beliefs . No society or the
culture likes to change its beliefs readily until unless there are the objective conditions are preset
there. The teacher is also a part of the society hence he or she may not be accepting the scientific
outlook despite of teaching it. And if by any reason he/she believes the scientific outlook the fear
of exclusion from the society. Hence the teachers are advised to not to go into the sharp contrast
of the science versus religion or other unscientific beliefs. The teacher should focus on building
the scientific beliefs by inculcating the scientific inquiry and reasoning supported by the evidence
through the instructions. The teacher should devise instructional strategies that may be helpful
in building scientific explanation and concepts through evidence supported inquiry process. The
student comes in the school with two layers one is culture and another is ignorance. The teacher
need never to hurt the both directly but putting him/her in such an environment where from he
may be able to form his explanation on the basis of the inquiry and evidences.
The experience of the United States: - In United states though this not an independent model of
instructions in Science however it is a part of the routine classroom science teaching. This is
unavoidable because there is no science without inquiry. For better understanding we need to
define inquiry.
Inquiry is a process consisting of several systematic steps to find out the cause effect
relationship in a phenomena brief overview of the scientific method would then contain these
steps as a minimum:
1. Make a set of observations regarding the phenomenon being studied.
2. Form a hypothesis that might explain the observations. (Inductive Step)
3. Identify the implications and outcomes that must follow, if the hypothesis is to be true.
4. Perform other experiments or observations to see if any of the predicted outcomes fail.
5. If any predicted outcomes fail, the hypothesis is proven false since if A implies B, then not
B implies not A. (Deductive Logic) It is then necessary to change the hypothesis and go
back to step 3. If the predicted outcomes are confirmed, the hypothesis is not proved,
but rather can be said to be consistent with known data.
Now the question arises whether the student like 1st or 2nd grader would follow these
steps the answer is yes and No.
As an instructor we are going to facilitate in forming concepts not going to block the
rational thinking of a child. Hence the answer yes is more sensible than No. In the process
of inquiry the steps given before is not the ultimate key only which may be applicable
everywhere rather as a science teacher one has to be more psychological than natural
scientist. We should be able to define age appropriate problems and also should be able
to devise the age appropriate instructional steps. Here we should not adhere to follow
up all the steps rather should begin with three steps
1) Claim
2) Evidence
3) Reasoning
For claim it may be a question out of what we have just taught. The next step is
hypothesis on which we are making the claim. The third is the experiment that the
class does for the testing of the hypothesis. After testing the hypothesis a brief
discussion may be relating to the some of the doubts of the students then the further
process of explaining by the teacher clarifying whether there is any exception to what
they have proved experimentally. There is a cycle in science of claim, evidence and
reasoning which helps in forming the concepts. But teacher should be careful that it
does not take a minute in concept formation. The experimentation further needs
explanation connection comparison and contrast and many ifs and what’s.
The Experience of the United States shows that the teachers have a very particular
professional approach of science teaching on the basis of the inquiry. The little
children take keen interest in the experimentation in the labs and they are so much
trained to the effect that they go well prepared and follow the instructions of the
teachers obediently. The pictures give below are the best examples of the inside story
of science teaching in the classrooms of the country. When I asked one little 3rd
Grader whether you like the experiments the answer has been awesome” Yep”
because I like it and gives us joy. How? I asked the next question, because we see
here what we read there. I was spellbound!
This is
Figure: This is how the inquiry science works
The pictures are self-explanatory about the implementation of CER Model IN US
(Courtesy: Elementary School, Bloomington)
Since it takes a long time for the formation of the concept so the best way is to inject the
idea, and wait for the outcome before proceeding to next step. Not going in much
theoretical details, on the basis of my experiences in United States the following lesson
plan template is being devised for assisting the teachers in writing instructions for the
CER framework of science teaching
Template of the lesson plan on CER framework
STEP 1
Introduction
Unit
Lesson
Title
Subject Matter
Problem
STEP 2
Placing
Hypothesis
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
Hypothesis 5
STEP 3
Instructions for
Experimentation
Organizing Material
Precautions
Process
Observation
recording
Proved that
STEP 4
What is proved
Presenting Data
Matching with
hypotheses
Exceptions
Replication
Generalization
This is a template and we can find various problems which need to be tested in lab. The
teachers in the beginning of the unknit should plan carefully that what kind of
experiments can be conducted in the class and should write down in the weekly plan
section of the teacher’s diary. This kind of learning is somewhat permanent in nature but
for the best results it should be connected with other disciplines, problems or situations
so as to enable the students generalize the learning.
Chapter six
Building a scientific talk
By any reason, Indian students talk a lot inside and outside the classrooms. But most of the time
inside the classroom in presence of the teachers, I have found them timid. The reason was not
known to me before but when I Observed the classes in my host school in the United States
where the teachers listen to the talks of the students patiently. Moreover getting motivated by
the course material in Indiana University science class, on talk my head turned towards my own
classroom situations. I remember a conversation between two little friend outside the classroom
I listlessly listened to it, I remember. The conversation was going on the sudden appearance of a
bear in the nearby jungle and attacked the goat of his father. How the bear had been the friend
asked? It had two horns and sized bigger than the buffalo. Are you afraid of a bear, the friend
quipped? No, never had I been there I would have beaten it with my father’s stick. This has been
the conversation when I suddenly erupted and the talk was finished. But today I feel that I had
aborted that magnificently beautiful talk. I am sorry my little friend, today I realize. What a
magnificent picturesque description of bear with horns and the courage of my little student of
beating it with a stick. The children are the best and natural artists but what about us, as director
or facilitator??? I feel that I could have listened to that conversation to its end. Now I think that I
could have done nothing set aside the plans and would have insisted on completing the story. I
assume that would have also not worked because in presence of an adult the fantasy of
imagination might have been lost. Because I as a teacher in their natural world am a foreigner.
And till they do not accept me as their part how can they let me enter in their natural world and
share their fantasies and imaginations.
Now the question arises that what should I do as a teacher? In our environment where the classes
remain unattended due to many reasons the talking among the children is obvious. What
generally happens a teacher suddenly enters in the classroom and shouts shut up!!! Is it
genuine??
Sometimes the teacher like me erupts suddenly in the class and the natural flow of the talk is
disrupted should a teacher let it continue??
With our entry when the students are engrossed in talk start our topic by silencing them and try
to switch over to a new topic, is it the psychologically acceptable approach?
This is one scenario. The other scenario is, I organized a talk on a scientific subject. And gave the
students the opportunity to talk about. I am trying the students to build a talk around the subject.
What would be the reaction??
Do all the student participate in that talk?
Do they contribute with some of their personal experiences?
Do they ask question when the presenter gives them opportunity to ask question?
Are all the students mentally present in the class all the times?
These are general issues when a teacher wants to build the talk either structured or unstructured.
In an unstructured talk the teacher has to listen carefully rather should facilitate the unstructured
talk what the students say? What are their beliefs and how far are they from the scientific facts.
Then should prepare that how those unscientific beliefs are removed from the brains of the
students. It is again insisted that the beliefs do not go easily rather those can be removed slowly
from the scientific enquiry process only. For structured talk also the teacher should make an
environment of informal talk and should no stop them in between but should try that the
misconceptions about the talk come out easily. For discussion the teacher should be in the role
of a mediator. He should give and teach discussion prompt.to the students as follows:-
Discussion prompts
Scenario Prompt Extended Prompt
Agree I agree Because
Disagree I disagree Because
Add I agree In addition to
Getting clarification I heard you say Is that right
Extend talk ,give reasons I think this is true because
Thus beginning with these prompts the teachers should encourage those who do not participate
in the discussion also the views of the minority may be protected and given due respect. The
concepts do not change by virtue you see happening or getting it proved but also it requires
support of discussion and further clarification hence the talk is the best practice inside the
classroom whether structured or unstructured it should be valued, guided and directed towards
the reasoning !
Chapter seven
The crosscutting connections
One of the major reasons of discouraging science teaching in Himachal Pradesh has been the lack
of adequate numbers of teachers and overburden and lack of priority to science teaching
considering science less important to other subjects like languages and mathematics. This trend
came in the wake of the NCF guidelines to reduce the load of the books from the school bags,
hence teaching science and social science together as Environmental Science and with no
emphasis on evaluation. This scenario made science teaching somewhat unnecessary subject
making it a very less taught subject or just as formal and non- serious ways. For all the reasons
given hereinabove are not valid in any case but our purpose here is not to delve in any such
discussion but to suggest some way out that how science can be taught in such conditions . The
answer is it can be taught together with other subjects. How, we shall discuss some crosscutting
connections of science with other subjects, so that while teaching science the teachers may not
feel overburdened and the core ideas of other subjects related to science may be emphasized
while teaching science.
Language has three basic areas, literacy, rhymes and stories the purpose of two latter areas are
supportive to the first one .The teachers think that the language and science cannot go together
whereas there are crosscutting connections between the two. The language gives us thoughts
and science cannot exist without thinking. On the other hand science new meanings to our lives.
Sr. No. Subject Content Area Connection with science
1 Language Literacy The science also needs the literacy while practicing or writing something the linguistic development can take place. It may increase the vocabulary of some typical words in science which may be very much useful to the learner in later stage
2 Rhymes There may be a number of rhymes on science which can develop the language and science together
3 Stories The science can be supported and taught through stories because the action suspense and thrill of the stories attracts children the most. India has a rich treasure of stories while teaching stories the teacher can explain the magical powers of the heroes of the stories in scientific way. For example The Ramayana story is very popular in India. The teacher can explain and can relate the magical powers or the weapons with today’s weaponry. The Pushpak Vimana or the lighter aircraft of today was imagines much before in our religious writings. The Agnivana (Fire weapon) is today’s warheads. .teacher while telling story of Ramayana can show the pictures of modern weaponry relating with the story.
How many students know why they study geometry the answer may be in don’t know or the
answer may be vague, because generally the teachers do not relate the learning of mathematics
to the real life of the students. If we relate the mathematical knowledge to the real life
environment and make the mathematical calculations as a part of the scientific inquiry the
learning becomes purposeful and joyful thereby.
Sr. No. Subject Content Area Connection with science
Mathematics Numeracy In science we need to know numeracy for data recording and interpretation .At Primary level at least the knowledge of four fundamentals addition, subtraction, multiplication and division is essential. The thrill of scientific experimentation will motivate the students to learn numeracy.
Weight &Measures
No experiment can be conducted without the weights and measures. By simple weighing the weight of the student they can be motivated to know about the weight and measure. This also leads to a purposeful learning of mathematics
Geometry Geometry and science has a deep interconnection. For the teaching of earth, surfaces and shapes the knowledge of geometry is essential. On the other hand why we study geometry the science gives its best answer as purpose of learning made known.
This is just a template we can go deeper in the content areas but if we want to bring the life back
in our classrooms we need to teach purposefully and the science gives the purpose to the learning
.
Chapter Eight
The Project based learning Model
Definition: - If we dream of a teaching learning structure that gives the students, Challenges,
Inquiry, Thinking, Constructing, and Collaborating and creating joyfully by themselves, the Project
based learning is the answer to the question. This Model since is scientific in its inception,
characteristics, practices, purposes and outcomes. Its popularity has crossed all the geographical
and disciplinary boundary. It is not a methods of science teaching only but has occupied its space
among all the disciplines. It can be witnessed from the fact that there is a vast majority of the
Public and Private Project based schools in the United States. Back home it is a part of the
Teachers Training and an integral part of routine teaching learning practices in Principle. Here we
will examine the objective and subjective situations due to which the very basic purpose of this
fundamental teaching learning model was marred, but before that we need to go its history its
characteristics and also some researches and reviews to establish that how this model is relevant
still and what we need to do or to make change in thinking, perspective, practices and
objectivities of the system, because the science teaches us that the failure in expected outcomes
of an experiment or the process may not necessarily denounce the scientific principle itself rather
it requires the examination of the process itself. In other words the quality of a product much
depends upon the material and the process. In pedagogical contexts the students are the
products, the school system including the human and material and human resources are the
materials and the models of the teachings can be termed as the process. Here be kept in mind
that the PBL theory is law in general the models or the process refers to its application and
replication. In a nutshell here we need to examine the limitations or partial or full failure of the
following of the process in Indian context in general and in the Context of Himachal Pradesh
(India) in specific. That would help us in delving the applicability issues and would enable us to
devise the best set of the strategies for this tool book.
The History of the Project Based learning: - Confucius the great Chinese scholar and Aristotle were early proponents of learning by doing. Socrates modeled how to learn through questioning, inquiry, and critical thinking -- all strategies that remain very relevant in today's PBL classrooms.
The idea got a big push from the twentieth century great US thinker educationist and philosopher John Dewey Fast-forward to John Dewey. Dewey challenged the traditional view of the student as a passive recipient of knowledge. His emphasis was more on experiential learning. He contended for instead for active experiences that prepare students for ongoing learning about a dynamic world. As Dewey pointed out, "Education is not preparation for life; education is life itself."
Maria Montessori launched an international movement during the 20th century with her approach to early-childhood learning. She showed through example that education happens "not by listening to words but by experiences upon the environment." The Italian physician and child-development expert pioneered learning environments that foster capable, adaptive citizens and problem solvers. Jean Piaget, the Swiss developmental psychologist, helped us understand how
we make meaning from our experiences at different ages. His insights laid the foundation for the constructivist approach to education in which students build on what they know by asking questions, investigating, interacting with others, and reflecting on these experiences. Source: The Edutopia the website of George Lucas Educational Foundation
What are the research support in favor of the PBL model:-
The broad and varied definitions of project-based learning make it difficult to identify a distinct body of research on its practice. In fact, only a few studies have measured the effects of project-based learning on student achievement. Boaler (2002) compared student mathematics achievement in two similar British secondary schools, one using traditional instruction and the other using project-based instruction. After three years, students in the project-based-learning school significantly outperformed the traditional-school students in mathematics skills as well as conceptual and applied knowledge. In fact, in the project-based-learning school, three times as many students passed the national exam. The Cognition and Technology Group at Vanderbilt University (1992) evaluated the effects of a series of video-based adventure simulations it developed. "The Adventures of Jasper Woodbury" provides a structure for students to work collaboratively on simulated real-world problems that require applying mathematical knowledge and reasoning. Compared with a control group, students who used the Vanderbilt series scored higher in solving word problems and in planning. On tests of basic math concepts, both groups scored the same. Beyond academic outcomes, the Boaler and Vanderbilt studies both found that experience with projects reduced student math anxiety and resulted in more positive attitudes toward math. Boaler also found positive effects on equity: The link between performance and student economic level disappeared in the project-based school and increased in the traditional school. In his comprehensive review of the limited research on project-based learning, Thomas (2000) found some evidence that this approach enhances the quality of student learning compared with other instructional methods. He also cited evidence that project-based learning is effective for teaching processes such as problem solving and decision making, but much of this research lacked comparisons with other methods. The handful of studies that have measured the effects of project-based learning have looked at programs that were better developed than the vast majority of projects created and carried out by individual teachers. Research on these more typical versions of project-based learning has not focused on the results but instead has shed light on the challenges of implementing this practice in classrooms. Marx, Blumenfeld, Krajcik, and Soloway (1997) documented several challenges teachers face in implementing projects. Among these are the length of class periods and the pressure to cover curriculum topics. Because inquiry-based projects take more time than teacher-centered instruction does, their use raises the perennial question of breadth versus depth. Teachers also need skill in managing multiple activities. Many projects use technology—for example, to provide simulations, opportunities for Internet research, or collaboration with others in a remote location—which makes additional demands on the teacher. To use project-based learning effectively, teachers must fully understand the concepts embedded in their projects and be able to model thinking and problem-solving strategies effectively (Blumenfeld et al., 1991). Worthwhile projects require challenging questions that can support collaboration, as well as methods of measuring the intended learning outcomes. Without carefully designed tasks, skilled teachers, and school conditions that support projects, project-based learning can devolve into a string of activities with no clear purpose or outcome. (Courtesy Jane L. David [email protected].)
Characteristics
The Project based learning is an offbeat teaching learning Model where the problem is the
dynamics of teaching learning structure. Here the Problem is in the upfront that that of the theory
is unlike any other modal of teaching and learning. The set of the instruction begins with the
Problem directed instructions, Goal specific instructions such as the team, material, time
outcome reflection and evaluation also in the midst there may be some more problems in
disguise where the teacher may work as a facilitator and students learning more from the
experiences than by cramming anything. Thus in this way the learning becomes joyous. This
model has two kinds of characteristics first general characteristics and second specific
characteristics.
General Characteristics
Exploratory :- The students encounter with the structured and unstructured problems thus they
explore the domain and experience learning themselves this learning is compatible to their
cognition and recognition and is more simulative than in any other kind of learning and most
importantly is joyous.
Expository:-The knowledge becomes expository and real through the pains and gains thus the
students are more confidant to elaborate the facts and the phenomenon and is long lasting in
their memories. The experience by doing makes the learner more adaptable to face challenges
so all the additional experiences of adversities while exploring the problem becomes the
expository knowledge to them.
Confirmatory: - The problem is upfront and exploring it for the solution and finding the laws or
the principles behind it is the key feature of this model. In this model the learner confirms the
facts and phenomenon by exploring and doing themselves thus the outcome is confirmed by the
learner itself.
Collaborative: - This modal has many phases of collaboration at various stages even if the learner
is single it barely happens though. The learner encounters with the situations outside
environment thus has to collaborate at various stages. As a team when the learning is multi-
tasked the team members have to collaborate at the final stage thus the learning multiplies with
the collaboration. For example if there are four teams in a class working on four different tasks
of a unit need to share the learning at the final stage thus it promotes collaborative learning and
exchange learning.
Creative learning:-
The creativity is one of the magnificent characteristics of this modal. The students have to create
some model or the prototype thus this part reflects the creativity in the learners. This is the
distinct feature of this model that allows the students to work beyond the boundaries. This gives
them more independence than in the experimentation as well. In experimentation one has to
follow the set procedure whereas in this modal they enjoy the freedom of creativity as well. But
this creativity more applies to the environmental studies than that of the pure physical sciences
thus this method is the best method or the Primary level students.
The Planning and instructional strategies for PBL in Primary classes:- There are abundant
resources in Project Based teaching but keeping in view the scope of the present discussion paper
I am focusing on what I observed through my school visits in United States and secondly the
relevant workable strategies in our curricular context. In first leg I will discuss how the model
operates and secondly how we can connect it our curriculum. Let’s discuss it on the first thing
first basis.
The Problem: - The project based learning is a problem based learning hence it starts in a quite
opposite way. Here the teacher does not explain the lesson upfront or delivers lecture, rather
identifies the problems and develops the instructions for the projects based on the problems
where the students work collectively on those problems and find solutions themselves. The
teacher is in the role of a facilitator in the process and as an evaluator at the end of the project.
He/she focusses on “What is the Problem” This is the part of instructions to clearly explicitly
instruct the students about the problem connecting to their previous knowledge. Since the
problem is the upfront part of the instructions it should be borne in mind that the problem is
clearly defined to the students. For example teaching the lesson on crops as in the book of EVS
of grade 5,
The question can be?
Where the seeds disappear after we sow them?
How can we prove that the plant belongs to the seeds sown?
Can we sow them every time we like or they have some time requirements?
These may be the four project questions to be assigned to the four groups of a class or if we are
teaching them in Multi-Grade-Teaching situation in a school.
The Unit planning and time frame: - Since this is a learning by doing methodology, we cannot
skip the project work .But every project requires a definite time frame to compete the process.
For example the crop cycle takes three months’ time so what will the students be doing all that
time. The answer lies in the time frame settings in the instructional design. The time frame may
be of two types in first type the students will observe the growth of plants regularly the teacher
will give them the observational instructions and will proceed with the other unit. He will talk on
the project on the scheduled days i.e. after 15 days and may assess the observational assignments
as per the rubrics till the crop cycle is over thereby the end of the project as well. In second the
teacher starts working on other similar unit so that he may be keep talking about or tracking the
progress of the students of the previous project in continuity. In a Project school in the host
country the students of the 8th grade worked on aquaponics throughout the academic year. But
this is no workable in our situations, but when we asked the questions to the students on
aquaponics the answers were amazingly awesome with expertise of the subject matter. Because
they had dealt with each aspect of the project. In our scenario the teachers can assign one project
and can switch over to the next but preferably on relating subject matter. Like The chapter on
crops and jungle can go together one after another. The planning for the time frame is needed
once only and slight modifications can be made after the experience of the previous session. The
unit planning for the projects should be on the basis of the content area and time frames.
The Groups formation:-The collaborative learning is the key aspect of the PBL. The students work
in groups. The groups can be formed on the basis of the class or in multi-grade situation the
groups can formed on the basis of the common content area. The second issue in formation of
group is to form group on the basis of the level of the achievements and interests. This method
keeps them at the same level thus they are able to understand and work together more
comfortably. The teacher may also be able to track the progress of the students if the groups are
formed this way. The groups formed on common learning and interests may be helpful in
developing hobbies and interests along with common developmental goals. But some
educationists do think that the groups should be formed on the random basis so that the students
come out of their comfort zones and may be able to cope with any situation. I think the second
way is more important for adaptability and to face the unpredictable situations in life.
The roles and responsibilities in group: - After the group formation the next task is assignment
of roles and responsibilities to the group members. The schools I visited in US do this in different
ways and but every school was particular about assigning the roles and responsibilities, because
for individual assessment the roles and responsibilities count. Nobody can escape this. In my
question in a school that do the bullying students usually work. The teachers explained that those
students are given the role of evaluator and maintaining discipline so that their habit of bullying
is controlled psychologically. Well main roles can be assigned in two ways one is on the basis of
task analysis i.e. how many steps are there in the task? Secondly the quality control. Since there
is an intra-group competition for excellence the tasks are assigned on the basis of the quality of
the project work. There may be the role of mediator, spokesperson, evaluator worker and many
more on the basis of my observation in the classes in the host schools, I can say. More rationally
the teacher should keep in mind that the tasks are given to every student and no student is able
to skip thus practicing the principle of collective decision and individual responsibility in an
organizational way.
Materials: - Most of the projects require materials hence the teacher should take care that the
adequate material is arranged on the tables. Make sure that the students know how to use the
material. The safety concern should also be well addressed. The teacher should make sure that
the list of the material and safety guidelines should be handed over beforehand. It should be the
part of the instructional planning that the material is readily available beforehand in the school.
Children should be advised to hand over the material to an assigned person after the completion
of the project so that we may be able to reuse the material. The disposable materials should be
disposed of at an appropriate place.
The role of the teacher: - In this model the main tasks are performed by the students. The teacher
is in the role of a facilitator. However it should be borne in mind that the PBL is a model which
gives the students a chance to learn from the problems independently but it should be clearly
borne in mind that the teacher has always a key role. Exactly like a key to open the locked the
doors of ignorance of the students. The teacher should first of all instruct the students clearly
and explicitly. He should define the problem and should encourage the students to explore the
problem and make them ready to face the challenge themselves. He should teach the students
the group dynamics. How a group works and how an individual should work in a group. He should
orient the students to handle with the tools along with the maintenance and up keeping of tools.
He should be vigil about how the group work and try to facilitate and help them when and where
they need the help of the teacher. Finally he should evaluate the work as per the rubrics and
should ensure that the learning has been actually occurred.
The final product and its relation to the curriculum standards:-The project should end with a
fruitful product. The product for primary classes could be an essay, Chart, Diagram or model. The
final product should reflect what the students have learnt from the process. What is their learning
outcome? Did it meet the objective? The teacher should give the students be given the right to
decide what the final product could be. However the teacher can guide the students logically
that why the suggested product could not be the suitable one. Moreover the product should have
direct relationship with the curriculum standards. It should be made explicitly clear that how the
product meets the curricular standards. It is the only method through which we can clearly
evaluate whether the students are meeting learning goals or not?
The Peer review: - After the project activity there should be peer review at two levels within the
group and intragroup for the refinement before presentation. The teacher should fix the norms
for the peer review. The peer review teaches the students to think systematically logically and
criticality. There are some suggested review prompts which the teacher can teach the students
while reviewing the product.
It’s all right but you need to add this point.
You have exaggerated the point. Does it really happen?
You could have made this chart more colorful and beautiful. You have missed the…………………….
Your model does not look like the real one because……
Giving reason even if you appreciate and critiquing with reasons always.
The presentation: - After the peer review there comes the presentation. For the presentation we
can make it an event. The teacher should help the students in making the presentation. For the
presentation we can invite some guest also. After the presentation the work of the students
should be displayed in the place specifically designed or assigned therefore that gives the
students encouragement.
Table with to do list for the teachers and students
Sr. No.
he steps The Roles Remarks
Teacher Students
1 Problem presentation To present the problem before the students
To listen and understand clearly
2 Instructions The teacher should clearly instruct the students regarding the steps of the project
The students should clearly try to understand the steps of the project.
They can ask the teacher if they have not understood
3 The group formation The teacher should form the groups
Should group themselves as suggested
Remember with whom you are
4 The roles and responsibilities
The teacher should define The students should follow
5 Material The teacher should make the material available to each group
Hand over to a member
6 Working on project The teacher should observe the students vigilantly
The students should work collectively and diligently
Students can seek the help of teacher.
7 Peer Review The teacher should listen carefully and teach how to review a work critically
The students should review the work self critically and should focus on quality issues.
8 The presentation The teacher should guide the students how to make a presentation
The students should make the presentation in accordance with the standards of a presentation
9 The final product sharing The teacher should guide about final product
The students should create and share with other groups
It may an essay ,chart or model
10 Connecting with the standards
The teacher should connect students learning with the standards
The students should relate their knowledge to the curriculum
The problems and scope of the successful implementation of the Model in Himachal
Pradesh:-
We have discussed the model not going in much details but just an introductory detail of the
model to facilitate the teachers, which fit in the scope of a tool book. Though it is the best practice
which should be adopted by every school but it has some practical limitations too which we need
to discuss and reach to a reasonable understanding that how this model can be practiced in
Himachal Pradesh.
1. The training requirements: - At the very outset the question of the trained Resource Persons
come up, that who will impart the training to the in-service -teachers and what kind of the
training support is required. The training structure in the Sarva Shiksha Abhiyan, an initiative in
India under Education for All is very much strong. There is a State Resource Group at state level
and at District level and also at the Block level. They impart the training to the teachers at their
respective level. The state Resource Group imparts the training to the Distt. Resource Group and
the Distt. Resource Group to the Block Resource Group and the Block Resource Group to the
general teachers for 10 to 20 days scheduled training calendar per year. Thus this training can be
imparted with the help of this tool book and using online resources as well. Since it would be a
big initiative the implementation of can be done by selecting an Action Research Model just the
cluster of some schools or the Block. The areas and size of the Cluster, Block or the District are
defined in this tool book elsewhere
2. The shortage of the teachers: - The budgetary cuts and clench fisted expenditure has always
resulted in under the mark quality in education. Himachal Pradesh though claims to have the
People Teacher Ratio above the national average yet its distribution is still uneven and except a
minuscule exceptions there is no per class teacher and almost all school run on a Multi-Grade
Teaching. For every innovation in education it has been the first biggest issue so far. This scenario
cannot be changed in a while but the changes can be made in the teaching Modals or the
pedagogical instructions. Here we are creating a template of the lesson plan for teaching science
to the Primary class in Himachal Pradesh which can be used in Multi-Grade Teaching. The PBL has
an inbuilt characteristic of integration and collaboration which we can make use of. The PBL has
also a scope of multidisciplinary teaching, we also can make use of this characteristic where we
face the shortage of the teachers.
3. The lack of infrastructure: - This is a big question in the quality dimension in education. There
may not be lack of infrastructure but it also reflects the poverty of the planning in two ways,
firstly The PBL might have been originated in the United States but it is a widely accepted teaching
methodology and also is the part of the Pre-Service teachers training. Despite of the fact while
ordering the material for teaching learning a crisp and concrete proposal is not prepared that
why do we need a specific thing in teaching . There should be an institutional level planning for
the material requirement. In Himachal Pradesh there is a School Development Plan Cluster
Development Plan and Block development Plan which can serve this purpose. Also there are
annual grants and the school heads are independent to make purchases as per their
requirements they just need the approval from the school Management Committee. Here the
question arises that how many Members of an SMC are oriented to the Pedagogical issues or are
they capable in debating that the material required is really much needed to meet the
pedagogical requirements? They mostly pass the resolution and make purchases without any
supervisory mechanism comprising the Teacher Trainers or the educationists to give final
approval to such purchases by establishing justification for such purchases .In a nutshell there
should be mechanism to purchase the material with the consent of the educationists who may
justify the purchase being of an instructional requirements. The second leg in this matter is that
the science teaching at primary level is not much encouraged hence the material purchase is
biased on this count. Here we need to strongly advocate the PBL for primary level and need to
motivate the school administrators in this regard so that an environment to this effect may be
created and the adequate infrastructure may be created in the schools to implement the PBL
successfully.
4. Lack of motivation among the teachers: - The lack of the motivation among the teachers is
still a big issue. There may be several reasons behind it. The lack of training, lack of
professionalism and accountability. Shortage of staff, deployment for the other non-teaching
assignments and many more. But there is another scenario emerging for the Govt.run schools
the Private schools are posing a challenge of the survival. By attracting the big chunk of the
students by the private schools in the pretext of the quality in education and parents support in
the pursuit of the better education in these private schools comparatively, many of the schools
in urban areas are almost at the verge of no enrolment thus they pose threat to teachers staffing
plan in those areas. Many schools are closing because of no enrolment. We can give a waking call
to teachers either to innovate or to perish. The PBL may be the best Modal to bring the students
back to the govt. schools we may also get public support for this because the Public (Govt. Run)
schools still are the cheapest mean of education.
5. Orientation of the administrators:-Last but not the least but the practical requirement of the
implementation of the PBL partially and experimentally though cannot be successfully
implemented. There are several issues like pedagogical, curricular, financial and administrative
without having the nod from the govt. it cannot be implemented in any case. Therefore in the
project proposal it was clearly stated that the orientation of the educational administrators need
to be organized as a top priority while making innovations in education in Himachal Pradesh. The
question of the funding and participation still need to be addressed. May be it may be taken up
as a part of the alumni grant.
The instructional strategies for the implementation of the PBL in the schools of Himachal
Pradesh
In the present scenario of Himachal Pradesh for the implementation of the PBL to devise
instructional strategies we need to analyze the content of the syllabus of science We have
discussed the practical issues with the best possible solutions herein before, now we need to
make a content analysis of the current syllabus of science in Himachal Pradesh which can be
adapted for the PBL modal in two ways firstly the Multi-Grade teaching situation and secondly
the multi-disciplinary integration way .
The template of content analysis format for MGT in PBL Modal
Sr. No.
Class Name of the Chapter
Content area Instructional assignment
Material required
Group Work or the division of labour
5th Karan’s family
Introduction to family with the problem of displacement
The relatives and friends reason of liking and emotional effects departing with them through anecdotal records.
Notebook and pencil and usual classroom stationery
4th Relatives Introduction of the relatives other than the primary family
How they are our relative’s .Puzzles relating to the relationship like what is your Grandma’s son to you?
3rd My family Introduction to family
Name of the relations and relatives in order of preference and why you like them? Are you dependent upon them? Why?
In teachers training workshops such templates can be developed where the chapters for the
integrated classes can be developed with the similar content area for teaching in a multi grade
situation. One of the best use of this template can also be used in the writing of the teacher’s
diary and Lesson Plans. The Teachers Diary and lesson Plan are a mandatory in the classrooms in
HP. the teachers diary is not written in a systematic way for want of the systematic organization
of the classroom transactions. Thus the lesson plans and the Teachers diaries are missing its real
purpose. If we write an MGT plan in Teachers Diary and PBL instructions the Lesson plans these
things can may not be missing in ground level. In US teachers are very much particular about the
Lesson plans.
Interdisciplinary integration:-
The PBL offers an ambiance of learning through its flexible modus operandi. The learning through
model can be applied to other disciplines also. It can be easily integrated with any other discipline
and other domains of knowledge .The teacher can develop the set of instructions to integrate
the mathematics with science. For example the above template can be modified a bit to integrate
with the mathematics as per the example given below. The logic behind the relations can develop
the logical reasoning among the students. Thus the learning through this method can be easily
integrated to other disciplines can enrich their knowledge in other domains as well. Given below
template of instructions integrates the lesson with mathematics
The template of content analysis format for Multidisciplinary /Multi grade teaching in PBL
Model
Sr. No.
Class Name of the Chapter
Content area Instructional assignment towards the integration of mathematics
Material required
Group Work or the division of labor
5th Karan’s family
Introduction to family with the problem of displacement
Can you confirm the circumference of the Poung Dam and calculate the sq. Kms of the land submerged ( in PBL the circumference and land submersion need to be calculated with the help of the cardboard)
Notebook and pencil and usual classroom stationery
4th Relatives Introduction of the relatives other than the primary family
If your father is 3 times older than you and you are 19 after 11 years how old would your father be and how many times older than you
3rd My family Introduction to family
No of the family members and their age calculation and also calculating the age difference.
There may be myriad of examples but in PBL when we are relating learning to their family and
natural environment surrounding them it attracts them thus brings back the learning in their life.
The teachers will also have new experience every day and may also get rid of the redundant
teaching.
Integrated Lesson Plan for 5th Grade under PBL and 5E
Learning Models
Sr. No. 1 Objectives Material required
Cross-cutting concepts
Grade
Subject
Unit
Chapter
Project Title The ecological impacts of Dams
Instruction step 1
Knowledge domain / Engaging
1 Writing the name of the major dams of district Chamba.
The knowledge of the dams of the district
Maps of the dams
2 Finding out the biggest dam
Area calculation Notebooks
3 To land submerged To find out the loss caused by the dam
Instruction Step 2
Exploring
1 Meeting the persons affected for anecdotal records
2 Meeting the Vill. Revenue officer to know how they measure land and also value land to ascertain the compensation in lieu of land loss.
The students can calculate the area of their field.
3 Meeting the forest officers how they calculate the loss to the trees and accord sanction to the projects
4 Meeting the environmental
scientist to know that how much oxygen a tree produces. What are the other ecological impacts of damming
5 Meeting the engineers to know why they build dams and what are their benefits to :- 1 The local peoples 2 The country
Instructional step 3
Explain
1 The estimated loss of trees
2 The number of persons displaced
3 The benefit to the local peoples
The benefit to the nation
Instructional Step 4
Elaborate
1 To assess the loss of a proposed dam nearby and to write a report about it.
2 To calculate the area of the arable land / grass land and to value the cost of land you have
Can you increase the value of the land you own? Write how?
Chapter Nine
The learning cycle: 5 E instructional Model
Introduction: - The science has proved itself as the engine of the socio-economic development
of the society. It has radically changed the whole globe .It has dramatically influenced every
dimension of human life. Conceding the importance of the science the science education has also
been given the utmost importance. Philosophers from time to time have been creating new
model of teaching or instruction for better understanding of the scientific concepts .The
understanding implies to the intangible force of thinking if applied scientifically that overtures
the concepts, unlocks the myths and transcends the experience. The 5 E instructional Model is a
systematic model which develops our understanding of scientific phenomenon .It advances the
learning in a cyclical way or the spiral way systematically cohorts psychological principles of
learning . We need to go in the brief historical account of the development of this model for
developing a better understanding of the model. In US it is a part of the routine teaching practices
and the simultaneous researches are also going on its various aspects. May be over the time
some new model may emerge but still this is an unparalleled method not only applicable to the
science teaching but also for the other disciplines .
The History of the development of the Learning Cycle:-
John Dewey a twentieth century great educationist philosopher and psychologist was the person
who strongly influenced the US education. He believed the learning by doing is more practicable
and conducive for learning than the traditional lecture method F Herbart a German philosopher
also greatly influenced US education. He believed that the primary goal of education is character
building. Herbart believed that the in the process of building character the cognitive thoughts
play an instrumental role hence the process of education should be related to the cognitive
domain of human beings .He believed that there are two fundamental ideas for educational
dynamics the interest and the conceptual understanding. For interests he contended that there
are two reasons one is the direct experience with the natural world and other is social interaction.
For the instructions the teachers can use the objects from the natural world and should make
connection to the prior knowledge. Herbart believed that the teachers recognize the social
interest of the students hence teaching should incorporate the opportunities for social
interactions among the students and the students to teachers. The Harbertian Model remained
in use in educational instruction for more than a hundred years.
Then Came up the John Dewey Model with more improvement in the Herbart Model. John Dewey
Outlined. Defining the problem, noting conditions associated with the problem, formulation of
hypotheses for solving the problem. Elaborating the value of various solutions and finally testing
the idea.
Rodger W. Bybee (Creating Teachable
moments)
In 1950 a variation of John Dewey’s Model emerged in science methods textbooks ( Heiss,
Obourn and Hoffman, 1950) The authors based their Learning Cycle on Dewey’s complete act of
thoughts with Exploring the unit, Experience getting organization of learning and application of
learning.
In 1950 one more physicist Karplus who was concerned about the science teaching studied with
Jean Piaget in 1961. In 1962 Karplus and J, Mayron Atkin proposed a systematic approach to
instruction. The proposed Learning cycle with three phases Exploration, Invention and Discovery.
This model became foundational aspect of Science Curriculum improvement study (SCIS) a
project led by Robert Karplus and Herbert Thier.
In 1980 The Biological Science Curriculum studied (BSCS) team led by Rodger W. Bybee worked
on the learning cycle and finally developed the 5 E instructional model to present form. Since
then it is more popularly known as 5E instructional model and has been widely accepted as per
the researches have shown below.
A number of studies has shown that the learning cycle has many advantages when compared
with other instructional approaches. These studies are summarized in Abraham and Renner have
investigated in form of acquisition of information in the learning cycle.
The BSCS 5E instructional model: creating teachable moments by Rodger W. Bybee.
This model is a balancing model between the learning by doing and using psychological aspects
in instructions and is widely practiced model not only in United States but also has crossed the
borders.
The historical account of the Model shows us the various ways and approaches it has reached
to its current stage of development and is being implemented in various states and the schools
of the United States, the report reads as follows,
This report summarizes recent research on the sequencing of science instruction, including
laboratory experiences, in order to facilitate student learning. Specifically, the report provides a
rationale and empirical support for the BSCS 5E Instructional Model. One reason for reviewing
the historical development and research base for the BSCS 5E Instructional Model is its
ubiquitous use in education today. This widespread use falls into three primary categories of use:
1) documents that frame larger pieces of work such as curriculum frameworks, assessment
guidelines, or course outlines; 2) curriculum materials of various lengths and sizes; and 3)
adaptations for teacher professional development, informal education settings, and disciplines
other than science. A simple internet search, using a popular search engine such as Google,
reveals the wide and varied applications of the 5E model. In spring 2006, this type of search
showed the following range of uses:
• More than 235,000 lesson plans developed and implemented using the BSCS 5E Instructional
Model;
• More than 97,000 posted and discrete examples of universities using the 5E model in their
course syllabi; • More than 73,000 examples of curriculum materials developed using the 5E
model;
• More than 131,000 posted and discrete examples of teacher education programs or resources
that use the 5Es; and 2 • at least three states that strongly endorse the 5E model, including Texas,
Connecticut, and Maryland.
Thus it shows that how much effective this model is and how it is gaining ground across the
United States.
The description of the Model in context of Himachal Pradesh
The 5 E instructional model is based upon the analogies of 5 Es’ here we need to establish that
how each ‘E’ is embedded systematically according to the scientific principles of learning. For
making it more practicable I have added tools of testing the validity while teaching in classroom
on the basis of my experience of teaching for more than fifteen years and also acing as a teachers
trainer in my state. The appropriate place of testing these tools can be the classroom but while
going to classroom with certain tools will be more helpful for the teachers than going empty
handed. May be by the time as we know from the history of the development of the 5 E model
there may be big changes in the tools provided here but the pioneering work never goes
unrewarded. At least this can be a reason for someone for critiquing testing the validity of these
tools and developing new ones replacing my tools I reiterate.
Engaging: - Generally every teacher tries to engage his /her students during the classroom
transaction process but the engagement need to be defined because whether we accept the
evaluation or not in principles but where there is the investment of resources the outcome
cannot be avoided. In a school a lot of the resources including human or the material are at stake
in order to generate a quality human resource hence the every activity inside the periphery of
education is measurable .Hence the teaching or the application of a model cannot be left to the
willingness of the teachers and the students. On the other hand the natural learning principles
should also be taken into account. Thus there should definitely be the engagement of the
students but it should be stimulated one than the driven engagement. That is what happens in
most of the classrooms during science teaching in specific context of the schools of Himachal
Pradesh despite of the fact that there is no dearth of the stimuli in the environment and the
science in the elementary schools of Himachal Pradesh is more an environmental study that that
of any physical science true to the aspirations of the National Curriculum Framework. Until unless
there is no engagement in science teaching it can never be termed as science teaching. It is the
science teaching only which has a potential of engaging the students. Before we analyze the
content of the text book currently in use in the schools of Himachal Pradesh we need to systemize
the engaging process for two reasons;
1. To give a better understanding of the engaging process.
2. To make it measurable in terms of assessment which teacher may be apprehending as
the wastage of time by over engaging the students in science only neglecting other major
subjects.
The best defining parameters have been given as follows,
1. Definition
2. Requirement
3. Indicators
4. Measurement
Defining the engagement: - The engagement of the students reflect in the teachable moments.
No teachable moment can happen without the active engagement of the learner. The teachable
moments are the best moments when the student shows full readiness towards learning. He/
She ready for learning mentally, physically and emotionally .How teacher can create teachable
moments? For the answer we need to quote Rodger W. BYBEE
“As a classroom teacher you do not have to wait for something out of their blue you can create
teachable moments by using sequence of lessons that includes engaging experiences and
activities for the students, but the experiences should be beyond student’s immediate grasp.
Imagine using an instructional sequence that begins with an experience of high interest but is
beyond students understanding, and then the lessons provide opportunities for students to
sort out their ideas and try to explain the initial situation as the sequence continues. This leads
you to the moment to help the students gain knowledge and understanding of the experience”
Requirement: - The requirement of student’s engagement starts with the engaging questions.
Every question is engaging though then why the students do not perform well? The questions
may be engaging doubtlessly but the instructions may not. It is the instruction that engages the
students with question by relating it to their life, environment, interests and problems. The
teachers generally do not distinguish between the curriculum and syllabus. They focus on syllabus
not on the building of the curricular understanding the lessons or the units in a book should be
integrated to the area specific environment. For example in another lesson where question of
felling tree is focal I gave the students project work relating to the study of felling tree, In this
lessons they were asked to find out the sites where the trees were recently cut and how did it
impact the environment to one group and the other group was assigned the task to discuss with
their parents that who and why people cut the trees? The answers from both the groups have
been amazingly interesting .One girl told that she misses the sparrows and the birds after the
tree nearby her house was cut. Others told that their parents cut trees because they need to
build the house, they go in the forests sneakily and cut trees according to their needs because
the government does not allow them to cut trees legally. The other child told the story that since
his father is unemployed hence he cuts trees for selling and getting money. What I did here just
change in the pattern of the lesson plan focusing it to their home environment. I found all the
groups more engaged in the discussions and deliberations than any day else before because they
were more familiar to their environment and they loved it. That’s why I say bringing the life back
in classrooms. In case of Karan’s family chapter of grade 5 we need to develop lesson plans and
instructions relating to our own environment the child may be more attracted if we show the
pictures of a local dam than that of the given one in the lesson. The lesson plans should be
prepared with context or the area specific and so the instructions relating thereto. The questions
relating to their familiar environment may be more attractive where they may engage in finding
answers but the answers to all the similar problems are the same generally hence stymied
instructions can keep themselves engaging and eager to figure out the problem.
Indicators: - Let’s make the indicators of the engaging less technical by just observing
their curiosity promptness to talk about and ask questions about. Readiness to learn
about and completing the assignment in a given timeframe. If the teacher still insist to
measure the engagement the following table may be helpful in measuring the level of
engagement. The indicators may be the readiness, promptness, and questions positive
emotions and the motivation level.
Measurement of the indicators: - The achievement or the engagement should be
measured
The indicator for the teachers to evaluate the student’s engagement
Sr. No
Name of the student/Group No.
Questions asked during previous Unit
Questions asked during this Unit
Promptness in responses
Promptness in completing assignments
Time taken in completing the assignment
1 Group A
2 Group B
3 Group C
4 Group D
Here through this tool we can measure how much engaged are our students in the
assignment. Here the performance outcome has not been defined because at the level of
engagement the learning outcome is not expected. The engaging also has some stages
hence we should we watchful of these stages the instructional stage, the perplexing stage,
the performance stage inquisitive stage. In instructional stage we should keenly watch
whether the learner is attentive towards the instructions if not the engaging stage is
aborted at the starting point itself. There may be other stage after the instructional stage
where the learner is perplexed and jiggles .This stage is also important because this shows
anxiety fear and concernedness of how to perform. If this is not happening in the
classroom it may be due to lack of interest or not having followed the instructions. If the
teacher does not intervene here the engaging can never happen. The performance stage
is when after the perplexing stage is over and the student focusses on the problem.
Inquisitive stage is the final stage where the new questions erupt in the mind of the
learner. If this is not happening then the teacher must review what wrong has gone in
instructions.
Explore: - Exploration adds wings to the thoughts in science and gives the meaning to the
engaging. In the early stage of the development the exploration has been the first step
in learning cycle. The engaging questions motivate the person to explore.
Definition: - Exploration has been a part of Piagetian psychological model of learning.
After continuous researches and studies under the BSCS model Rodger W. Bybee has
defined the exploration as follows:-
“The explore phase should send the students in a direction that will help them begin
resolving any disequilibrium of the teachable moments from the engage phase. It may
also be the case that some students not originally engaged will be engaged by the explore
activities.”
The teachers should create a set of instruction following which they may proceed further
in the direction of the right answer of their question. In Exploration we should also give
them due freedom to the extent they do not deviate from the main objective. It may be
noted that this phase has a potential of the creativity as well. Besides this the learning in
this field can be useful in creating connections to the other disciplines and may also to
their previous knowledge so this can be a complimentary and supplementary phase of
their learning.
Indicators: - The exploration does not happen in a vacuum nor it is an unguided kind of
activity which may not yield any result and may end up in a sheer wastage of time, but it
should have some indicators to measure whether this is going towards a right direction
and learning is occurring. For our tool book keeping in view our objective conditions we
are devising indicators of exploration
Sr. No. Unit Name Name of age and curriculum appropriate activity
Connectedness of the activity to the Previous knowledge
Connection to other domains /disciplines
While preparing lesson plans we can use this table. The limit of the exploration should be fixed
by the teacher.
Measurement: -
Evaluation is a continuous and comprehensive process hence no component of learning is above
evaluation. So the exploration in the science teaching must be measured discreetly even if it is
just a component of the whole learning cycle. The teacher can use following format to record his
observations in the teachers Diary
Sr. No. Name of the group/ Student
Specification of the exploratory activity
Whether the objective met if not /why?
Learning connections with other disciplines
Thus while designing our instructions we should consistently be watchful that only can yield
better results from this model.
EXPLAIN
Explain: - This third pillar of the Learning cycle is not only important because of it nucleic position
in learning cycle but the whole success story of the science teaching lies on it that, How our little
scientists think, act, connect and build explanations around the phenomenon they learn or are
not having learnt but still the questions churning in their mind. The whole essence of the scientific
thinking or teaching the scientific thinking in the classrooms moves round the explanations we
make or we think about our natural world around us.
Definition: - An explanation may be a set of statement or statements based upon hypothesis,
arguments or facts supporting the statement establishing cause and effect relationship of a
phenomenon. According to Rodger W. BYBEE;
“The term explanation means the act or the process in which the concepts, processes or skills
become plain, comprehensible and clear. The purpose of this phase includes introducing
concepts and practices that may be used to interpret experiences and propose explanations”.
In pedagogical context the learning by the learner is the extent of the explanation.
Requirements: - The explanation in science is not formed subjectively rather it is formed on the
basis of the answers of the question like what, why, how, when, where etc. additionally there
may be certain exception of the law. The explanation built on the basis of law with the exceptions
and concurrently emergence of some new thought are some complex paradigms in the process
of an explanation. This shows the ever-changing nature of the science. So building correct
explanation in the changing dynamics is the first requirement. Secondly in science the
explanation play a vital role in the formation of scientific concepts thus this is a two way process.
First part deals with the inherited concepts or prebuilt explanations in the mind of a child which
he learns from the environment and the second part is how the teacher corrects those concepts.
In learning cycle the teacher thoughtfully instructs the children to explore the phenomenon
which may be helpful in scientific concept formation. As a first the students make explanations
and afterwards as a requirement of the process, teacher corrects the misconceptions leading to
unscientific thought formation.
Indicators: - There may be several indicators to whether the learner making the explanation, is
scientific or not if scientific then the principle behind it and if not then assigning the reason
thereof. In modern days the explanations are not sufficient rather some models need to be
created to show how some law work. And in elementary stage the scientific explanation alone
may not work so the Models are widely used to explain how the scientific law works. For better
explanation the models can also be used. Or the models should be displayed by the teachers to
assess how the law works behind the given model. If the students explain correctly the process
indicates the success. Talking more scientifically at least the student should be capable to explain
the in connecting and comparing the two different phenomenon establishing relationship and
differences and also the cause and effects.
Measurement: - The explanation should be evaluated and measured because the explanation is
the part of the concept formation process. The Flawless explanation depicts the correct concept
formation whereas the vague explanation shows that the learner has not either received the
correct information or the thought process is not correct to explain the phenomenon. The
explanation part can be easily measured through various tools like experimentation, model
display or model creation etc.
ELABORATE
Definition: - This is the fourth pillar of the learning cycle. Elaboration is one step beyond the
explanation. It is the skill level learning according to Rodger W.Bybee it is the expanding and
adapting of learning. The educators have explained learning in three broad categories:
transmission, maturation and construction. Elaboration is the maturation of learning. In
explaining the learner may describe the models learnt but in elaboration it is expected to create
model to explain the learning more explicitly. In this stage the learner not only explain the
problem but also design problems and fined solution themselves by added information and
adding more complex problems for solution. This stage can be said replication of the learning
.whereas in explaining stage they are supposed to explain the given problems with solution.
Requirements: - This step requires the age appropriate theoretical understanding of what
he/she (student) has been exploring and explaining. The explanation can be superficial but the
elaboration has some higher expectations like further expansion of the experience to the skill
level. For example in mathematics if the learner is engaged in multiplication may use
multiplication table for the single digit multiplication but may not be knowing how does it
happen? In exploration when teacher teaches him the benefits of multiplication more useful than
addition for example 2+2+4 and 2*2=4 and further instead of calculating 2+2+2+2+2=10 if the
learner multiplies 2*5=10 the simplest and shortest multiplication and multiplying higher
numbers is explores the two digit and multi digit multiplication is exploration. In application of
explanation skill the learner explains the formulas working behind the multiplication or the rules
of the multiplication. But in elaboration the learner is expected to create problems at his own
and explains those problems with solution. This is not a utopian thought but I have witnessed it
in my classrooms a number of times. That is the situation when the life comes back in the
classrooms, and in such class where the students are themselves designing problems and finding
and elaborating solutions without the least help from the instructor that class can be the best
example of the learning cycle model. In the context of our classrooms in Himachal Pradesh where
the teachers have to handle more than one class at a time or perform other duties can be the
most benefitted from the Learning Cycle Model and the students reached up to the level of
elaboration may assist the teacher in mentoring the peers.
Indicators: - In instructions we cannot skip by just defining or explaining a bit. As an instructor
elaboration in the inexplicit terms has no instructional meaning. Keeping in view the curriculum
of my state I suggest a few indicators to the educators of my state. Elaboration is a situation when
the students own the problem and solve by themselves. When they are in a position to mentor
their peers. When they are able to replicate the learning in another anonymous situation or
environment like if they find a little plant dying without the water can they state what would
happen to a big tree if not gets water ? Here a little plant may die in a few days but the big tree
may take years together to dry and it may be beyond their experience but we can get them
delving to find the answer of this question. It may not be their age appropriate question as well
but if all the trees require the same things for surviving then why the little plant succumb so soon
this may give them another round of exploration and explanation but we should try to seek the
answers of the unknown or the stymied question as well. In mathematics if they solve the
question with statement that may be the elaboration in simple terms.
Measurement: - As stated earlier the evaluation of every step in required in order to review and
improvise the instructions and also checking how the instructions of the model are going on. The
questionnaire designed in every unit is cyclical from the lower order to the higher with the
addition of new situation every time. Hence if we see that the students are able to perform as
per the expectation then everything is going in right direction and if not then? If everything is not
expected then we should revise the instructions because whole the learning may not be
concurrent. Every concept does not develop in a day. In one component they may be at the
elaboration in the other they be at the exploration level and in some other they may be at the
level of explanation. For example they be in the elaboration level in single or double digit
multiplication but may be still exploring the three or more digit multiplication they may be in a
position of explaining the three or more digit multiplication but may not be able to design
problems by themselves.
Thus we can say that the concept formation has also many stages and components and it is not
necessary that the understanding or the application of all the concepts altogether is possible.
Generally when everything does not go as per the expectations of the teacher the teachers blame
students for not following the instructions properly or sometime they try to negate the role of
the continuous evaluation. I think we need not to negate the evaluation, the students should be
evaluated but why? They should more be evaluated for the improvement of the instruction of
the instructor. We evaluate the students for their learnings and may give them any name as to
why they did not learn what we taught not for how we have taught?
Evaluation
Definition: - There may be myriads of the definitions of evaluation in the specific contexts but
more general understanding of an evaluation is the measurement of the output of a product in
terms of relative resource inputs. If this definition seems to be more rigorous then we take up
another lenient pedagogical definition measurement of the achievement the students of a given
time frame or the contents delivered. In the learning cycle the evaluation is for the assessing the
understanding of the learners and applying it further in advancing their learnings. Though the
teachers can evaluate the students at the end of every stage from engaging phase to elaboration
phase but the final evaluation should become a base from one unit to another or from one
concept to another .In 5 E instructional model the student come across with very phase of the
cyclical development of learning that is a long churning process in itself the evaluation should be
more scientific and genuine than mechanic in the terms of the time taken and stages surpassed.
Therefore the tools of evaluation must consist of all the components of learning cycle like
exploration and explanation and elaboration.
Requirements: - Again coming to the point the evaluation is also an integral part of the
instructions hence it also needs some specific strategies. There are largely two schedules of the
evaluation the observational schedule and the questionnaire. For observational schedule the
evaluation should not be subjective. In most of the cases the teachers prefer just memory based
observation as they memorize what are the students doing. But while grading on the basis of
memorized observation the chances may be there that if the teacher misses something or may
be biased on some count. So the observational evaluation should be based upon certain concrete
parameters like when exploring are they following the instructions properly? Are they working
within the framework? Are they working according to the group dynamics? Are they sharing their
learnings among the group properly? For questionnaire part of the evaluation we should take
care that all the components of the learning stages are taken into account and the questions are
also cyclical in developmental order, Every time new but with new and higher problem this is not
new for the educators but should be implied as per the norms.
Indicators: - Now the question arises that the evaluation itself is an indicator of the students
learning then why the indicators for evaluation. Moreover there are thousands of the tools of
evaluating the students then what is the use of the indicators. The answer lies in the application
of the model and its honest replication in the concrete conditions of Himachal Pradesh which are
given in the table below:-
Sr. No. Stages Instructions Follow up Evaluation
1 Engagement
2 Exploration
3 Explanation
4 Elaboration
We may develop new tools for the more scientific tools but initially the teachers can analyze this
general indicator to assess the effectiveness of his instruction as well.
Measurement: - The evaluation is not such kind of tool that cannot be measured. Rather the
evaluation is a more scientific tool and in science nothing can skip measurement. But here the
measurement of the evaluation can done in terms of the instructional evaluation, not the
student’s evaluation. In other words since it is going to be a part of pilot project hence the
achievement of the students would be termed as the success of the instructional model itself. In
this tool book since this model need to be replicated in Himachal Pradesh where it may be new
to the educators as a model in itself hence the evaluation of the instructional outcomes on the
basis of this model would in the critics .The measurement of this model can be done in a session
but it requires some more time to be the accepted part of the instructions. However for the
schools adopting this model may measure the success of this model by comparing it with the
achievement of the preceding years.
Stages in 5 E instructional model
Sr. no
Phase Stages
1 Engage Inquire, Have answer Do not have answer
2 Explore Problem Environment Associating and finding answer
Explain Think , connect, exemplify
Elaborate Make model,compare,contrast,apply in new situation