This module models the UDL Principles of Representation and Action & Expression.

Promoting Student Engagement

Utilizing Student Exploration as a Means of Information Synthesis


 

Contributing Faculty

Mr. Jeff Goodman

Mr. Jeff Goodman
Curriculum & Instruction
Appalachian State University

Introduction

At Appalachian State University (ASU), Mr. Jeff Goodman uses a model known as the 5E Instructional Model to introduce scientific concepts to his students. This model helps frame instructional practices for teaching course content in the following sequence: engagement, exploration, explanation, elaboration, and evaluation.

Figure 1: BSCS 5E Instructional Model Video (1:02)

He describes his rationale in using the method:

In terms of outcomes, I want my students to be people who are more curious than they were at the beginning, who think that the content that I thought is inherently fun and accessible, that they can hold onto and know at some level.

Mr. Goodman has been ASU for 20 years, and is currently teaching in the College of Education. He took one year to teach high school, and spends one day a week in his wife’s middle school classroom “trying to see if this stuff actually pans out – and it’s hard!”

Module Format

Each of the College STAR modules includes a concept map, giving readers an overview of the module content. (A concept map represents information or concepts in a graphical format .) The concept maps show the links between the instructional practice in the module, possible outcomes, and, in some cases, the principles of Universal Design for Learning, known as UDL.

Figure 2, the concept map shown below, illustrates the instructional practice in this module, which begins with the third UDL guideline: Provide multiple means of Engagement. Mr. Goodman utilizes the BSCS 5E model of instruction which allows for student explanation and student elaboration. As Mr. Goodman provides opportunities for student explanation, students are provided means for expression and simultaneously provided means of information synthesis across subject matter and real life application. When Mr. Goodman provides options for student elaboration, students are exposed to opportunities for abstraction and application which lead to a depth of knowledge of the scientific principal examined in class.

Clicking on the concept map, Figure 2, will enlarge the image.

Concept map presenting an overview of the module content as noted in preceding paragraphs.

Figure 2: Concept Map: Promoting Student Engagement

Module Navigation

There are multiple ways to navigate College STAR modules. Clicking on the sidebar menu takes you directly to the main sections and subsections of the module.

Navigation features located at the top and bottom of each screen allow you to move through the module. Clicking on the “breadcrumb trail” at the top of the module screen takes you directly to previously viewed parts of the module, as shown below in Figure 3 in the example from the Charting Student Information module.

Figure 3: A "breadcrumb trail" is located below the title of each page. A "breadcrumb trail" is located below the title of each page.

The navigation arrows at the bottom of each screen take you to the previous or next components of the module. The menu link at the bottom of each screen takes you to the top of the screen where you may view the menu sidebar as shown in Figure 3 below.

Figure 4: Navigation links are also located at the bottom of each page of a module.

Additionally, some links within the text lead to other sections of the module. Please use your preferred method of navigation to proceed to the next section about Universal Design for Learning (UDL).