Abstract
In this practitioner article, we describe the innovative way the 5E Instructional Model was used in an online, hybrid special education undergraduate course to prepare pre-service teachers to teach academic content to their students with disabilities. We provide a rationale for the use of the model in the course, describe how we implemented the model in the course, pre-service teachers’ perceptions about the model as a way to facilitate and model the process of learning for themselves and students, and discuss implications for practice.
Highlights
The National Council for Accreditation of Teacher Education (2010) state that faculty and instructors in preservice teacher education programs should model instructional practices to enhance learning and best prepare preservice teachers for their future classrooms
Explicit modeling with reflection and connection to theory is a way for teacher educators to intentionally structure their instruction so that preservice teachers (1) attend to the model used, (2) model the practice appropriately, (3) explicitly connect the model to theory, and (4) allow for reflection as to how the model may affect them and the application to their future classrooms (Moore & Bell, 2019)
The use of explicit modeling in connection to theory and reflection can encourage student growth in practice while leveraging the affordances of already known best practices (Lunenberg, Korthagen, & Swennen, 2007). Given this recommendation and the challenge we were recently faced with of creating a hybrid course focused on teaching methods in science and social studies for pre-service special education teachers at a large research university, we decided to use the 5E Instructional Model as our form of explicit modeling
Summary
The National Council for Accreditation of Teacher Education (2010) state that faculty and instructors in preservice teacher education programs should model instructional practices to enhance learning and best prepare preservice teachers for their future classrooms. The use of explicit modeling in connection to theory and reflection can encourage student growth in practice while leveraging the affordances of already known best practices (Lunenberg, Korthagen, & Swennen, 2007) Given this recommendation and the challenge we were recently faced with of creating a hybrid course focused on teaching methods in science and social studies for pre-service special education teachers at a large research university, we decided to use the 5E Instructional Model as our form of explicit modeling. A central argument, among a few (see Abell & Volkmann, 2015), for the use of the 5E Instructional Model is that the structure facilitates learning in a meaningful and powerful way (Abell & Volkmann, 2006; Bybee, 2015) This type of “learning” is one that is focused on developing understanding as opposed to just learning facts; where facts are connected and organized around important concepts that can support transfer of ideas rather than only recall (Bransford, Brown, & Cocking, 2000). Model to organize and teach our hybrid (online and face-to-face) class
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