Appendix 1: Sample course of study Example 1: Self-directed student investigation The teacher and the student identify an area of student interest, then create a learning and assessing plan with timelines and deadlines, including dates for monitoring progress. (Note: 5E Instructional Model from: Rodger W. Bybee et al. 2006, The BSCS 5E Instructional Model: Origins, effectiveness, and applications—Executive summary, BSCS, <www.bscs.org/pdf/bscs5eexecsummary.pdf>). 5E Instructional Model phase and Possible learning experiences Assessment Facet of Formal/ Objective summary opportunity/ communication informal assessed mode Engagement teacher or a The student, in consultation with the Observation Personal Informal 1 — “The curriculum task accesses the learners’ prior teacher: and Cooperative knowledge and helps them become monitoring of devises an issue of interest Procedural engaged in a new concept through the use student plan raises questions and existing beliefs of short activities that promote curiosity and Observation negotiates assessment opportunities elicit prior knowledge. The activity should and interview creates a timeline for completion. make connections between past and present learning experiences, expose prior conceptions, and organize students’ thinking toward the learning outcomes of current activities.” Exploration experiences The student researches issue/ Collation and Personal Informal 3, 4, 5 — “Exploration provide students with a common base of topic by: presentation Cooperative activities within which current concepts (i.e. of information examining relevant information from Technical misconceptions), processes, and skills are online or printed sources Public identified and conceptual change is categorising and collating relevant facilitated. Learners may complete activities information that help them use prior knowledge to constructing a concept map generate new ideas, explore questions and devising and implementing a survey possibilities, and design and conduct a for data collection preliminary investigation.” developing a budget.
Appendix 1: Sample course of study Example 1: Self-directed student investigation The teacher and the student identify an area of student interest, then create a learning and assessing plan with timelines and deadlines, including dates for monitoring progress. (Note: 5E Instructional Model from: Rodger W. Bybee et al. 2006, The BSCS 5E Instructional Model: Origins, effectiveness, and applications—Executive summary, BSCS, <www.bscs.org/pdf/bscs5eexecsummary.pdf>). 5E Instructional Model phase and summary Possible learning experiences Assessment opportunity/ mode Facet of communication Formal/ informal Objective assessed Engagement — “The teacher or a curriculum task accesses the learners’ prior knowledge and helps them become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students’ thinking toward the learning outcomes of current activities.” The student, in consultation with the teacher: devises an issue of interest raises questions and existing beliefs negotiates assessment opportunities creates a timeline for completion. Observation and monitoring of student plan Observation and interview Personal Cooperative Procedural Informal 1 Exploration — “Exploration experiences provide students with a common base of activities within which current concepts (i.e. misconceptions), processes, and skills are identified and conceptual change is facilitated. Learners may complete activities that help them use prior knowledge to generate new ideas, explore questions and possibilities, and design and conduct a preliminary investigation.” The student researches issue/ topic by: examining relevant information from online or printed sources categorising and collating relevant information constructing a concept map devising and implementing a survey for data collection developing a budget. Collation and presentation of information Personal Cooperative Technical Public Informal 3, 4, 5
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