LYCEUM-NORTHWESTERN

UNIVERSITY
TEACHABLE MOMENTS:
Delivering the Perfectly
Unplanned Lessons

GENELYN R. PADLAN DR. JAMES F. FERRER

Reporter Professor
Cite situations in your classrooms when you
experience teachable moment in terms of:

1. Mishap in the Science Laboratory

2. Conflict between students in your science
class
3. Controlling unruly students in science
4. Integrating values formation in the class
 LYCEUM-NORTHWESTERN
UNIVERSITY
TEACHABLE MOMENTS:
Its Implications in Science Education
through the 5E Learning Model to 7E
Learning Model

ROWENA V. BALIGNASAY DR. JAMES F. FERRER

Reporter Professor
 5E 7E
Elicit
Engage
Engage

Explore Explore

Explain Explain

Elaborate
Elaborate
Evaluate
Evaluate
Extend
 ELICIT
•• Elicit
Elicit prior
prior understandings
understandings
•• Extract
Extract oror draw
draw attention
attention to
to prior
prior understandings
understandings and
and knowledge
knowledge
•• New
New knowledge
knowledge isis built
built on
on existing
existing knowledge
knowledge
•• Assists
Assists in
in transferring
transferring knowledge
knowledge
•• Framing
Framing aa “what
“what do
do you
you think”
think” question
question
 ELICIT
Examples/Suggestions
Examples/Suggestions for
for Classroom
Classroom Instruction
Instruction
•• K
K of
of the
the KWL
KWL Chart
Chart (K=
(K= Know)
Know)
•• Think-Pair-Share
Think-Pair-Share
•• Draw-What-You-Know
Draw-What-You-Know
 ENGAGE
•• Focus
Focus student
student thinking
thinking on
on content
content
•• Refers
Refers to
to strategies
strategies or
or activities
activities designed
designed toto elicit
elicit thoughts
thoughts or
or
actions
actions byby the
the student
student that
that relate
relate directly
directly to
to the
the lesson’s
lesson’s
objectives,
objectives, while
while assessing
assessing the
the learner’s
learner’s prior
prior knowledge
knowledge andand
bringing
bringing the
the learner’s
learner’s mind
mind into
into the
the frame
frame toto learn
learn something
something
new
new
 ENGAGE
Examples/Suggestions
Examples/Suggestions for
for Classroom
Classroom Instruction
Instruction
•• Students
Students ask
ask open-ended
open-ended questions
questions
•• Students
Students develop
develop and
and use
use models
models
•• Think-Pair-Share
Think-Pair-Share toto provide
provide conversation
conversation opportunities
opportunities as as
response
response to
to question
question prompts
prompts
•• Demonstration
Demonstration byby teacher
teacher with
with written
written observations
observations by
by students
students
•• Lesson
Lesson hook
hook
•• Foldables
Foldables for
for creating
creating visual
visual representations
representations ofof content
content and/or
and/or
vocabulary
vocabulary
•• Menu
Menu Choice
Choice Boards
Boards –– students
students select
select optional
optional learning
learning activities
activities
•• Student
Student created
created skits
skits to
to explain
explain or
or represent
represent knowledge
knowledge
 ENGAGE
Examples/Suggestions
Examples/Suggestions for
for Classroom
Classroom Instruction
Instruction (cont’d)
(cont’d)

•• One-to-one
One-to-one technologies
technologies (ie:
(ie: graphing
graphing calculators,
calculators, interactive
interactive
white
white boards,
boards, interactive
interactive Websites)
Websites)
•• Graphic
Graphic Organizers
Organizers
•• Inquiry-Based
Inquiry-Based Learning
Learning Stations:
Stations: discovery,
discovery, student-centered
student-centered
 EXPLORE
•• Observations,
Observations,
••Record
Record data,
data, isolate
isolate variables,
variables,
••
Design
Design experiments,
experiments, create
create graphs,
graphs,
••
Interpret
Interpret results,
results, organize
organize findings
findings
••
Accompanied
Accompanied by by teacher’s
teacher’s check
check for
for students’
students’
understanding
understanding
•• Learners
Learners work
work collaboratively
collaboratively to
to complete
complete activities
activities
that
that help
help them
them use
use prior
prior knowledge
knowledge to to generate
generate ideas,
ideas,
explore
explore questions
questions and
and possibilities,
possibilities, and
and design
design and
and
conduct
conduct aa preliminary
preliminary inquiry
inquiry
 EXPLORE
Examples/Suggestions
Examples/Suggestions for
for Classroom
Classroom Instruction
Instruction
•• Students
Students plan
plan and
and carry
carry out
out investigations
investigations
••Students
Students analyze
analyze and
and interpret
interpret data
data
••
Students
Students make
make predictions
predictions from
from demonstrations
demonstrations
••
Question
Question prompts
prompts byby the
the teacher
teacher
••
Data
Data collection
collection during
during lab
lab activities
activities and
and in
in science
science experiments
experiments
••
Cooperative
Cooperative group
group learning
learning activities
activities
••
Jigsaw
Jigsaw groups
groups where
where student
student become
become group
group experts
experts and
and then
then
travel
travel to
to other
other groups
groups to
to share
share their
their specific
specific components
components
•• Student
Student created
created graphs
graphs
 EXPLAIN
•• Written
Written oror verbal
verbal communications
communications
•• Summaries
Summaries of of results
results
•• Justifications
Justifications
•• Allows
Allows the
the learner
learner to
to construct
construct an
an explanation.
explanation. The
The teacher
teacher
encourages
encourages students
students to
to explain
explain concepts,
concepts, relationships,
relationships, and
and
definitions
definitions inin their
their own
own words.
words. Teacher
Teacher may
may provide
provide some
some
information
information to to increase
increase the
the accuracy
accuracy of
of student
student responses
responses
 EXPLAIN
Examples/Suggestions
Examples/Suggestions for
for Classroom
Classroom Instruction
Instruction
•• Students
Students construct
construct explanations
explanations andand design
design solutions
solutions
•• Engage
Engage inin arguments
arguments from
from evidence
evidence
•• Obtain,
Obtain, evaluate
evaluate and
and communicate
communicate information
information
•• Expository
Expository Writing
Writing (ie:
(ie: What
What happened
happened during
during the
the lab?
lab? Why
Why did
did
this
this happen?
happen? Will
Will the
the results
results always
always be
be the
the same?
same?
•• Peer-to-Peer
Peer-to-Peer verbal
verbal review
review and
and clarification
clarification
•• Oral
Oral presentation
presentation of
of lab
lab results
results
•• Oral
Oral presentation
presentation of
of project
project
•• Log
Log Book
Book
•• Journal
Journal writings
writings and
and reflections
reflections
•• Science
Science Projects
Projects with
with abstracts
abstracts and
and summaries
summaries
 ELABORATE/EXTEND

•• Transfer
Transfer of
of learning
learning
•• Transfer
Transfer one
one concept
concept to to another
another
•• Transfer
Transfer subject
subject to to subject
subject
•• Application
Application toto aa new
new context
context
•• Refers
Refers to
to activities
activities that
that build
build on,
on, extend
extend and
and refine,
refine, and/or
and/or
require
require the
the application
application andand use
use of
of the
the scientific
scientific concepts
concepts and
and
vocabulary
vocabulary inin new
new situations.
situations. Activity
Activity is
is designed
designed toto increase
increase the
the
depth
depth and
and breadth
breadth of of student
student understanding.
understanding.
 ELABORATE/EXTEND

Examples/Suggestions
Examples/Suggestions for
for Classroom
Classroom Instruction
Instruction
•• Assessments
Assessments which
which include
include questions
questions related
related to
to labs
labs and
and require
require
application
application of
of new
new knowledge
knowledge
•• Science
Science Olympiad
Olympiad Events
Events
•• Students
Students design
design aa product
product which
which applies
applies findings
findings to
to authentic
authentic
situations
situations
•• Students
Students create
create performance
performance tasks
tasks
•• Students
Students design
design real-life
real-life solutions
solutions to
to existing
existing problems
problems based
based on
on
new
new knowledge
knowledge
•• Book
Book study
study on
on nonfiction
nonfiction books
books related
related toto the
the specific
specific content
content
area
area
 EVALUATE
•• Formative
Formative
•• Summative
Summative
•• Informal
Informal
•• Formal
Formal
•• Provides
Provides an
an opportunity
opportunity for
for learners
learners to
to assess
assess their
their own
own
understanding
understanding andand be
be able
able to
to demonstrate
demonstrate the the depth
depth and
and
breadth
breadth of
of that
that understanding
understanding toto others,
others, including
including the
the teacher.
teacher.
Also,
Also, may
may allow
allow the
the teacher
teacher toto assess
assess student
student performance
performance
and/or
and/or understandings
understandings of of concepts,
concepts, skills,
skills, processes,
processes, and
and
applications
applications
 EVALUATE
Examples/Suggestions
Examples/Suggestions for
for Classroom
Classroom Instruction
Instruction
•• Student
Student converse
converse during
during learning
learning activities
activities for
for student
student and
and
teacher
teacher commentary/feedback
commentary/feedback
•• Ticket-Out-The-Door
Ticket-Out-The-Door
•• Rubrics
Rubrics
•• Self-Assessment
Self-Assessment
 LYCEUM-NORTHWESTERN
UNIVERSITY
TEACHING SCIENCE, CURRENT
EVENTS, AND ISSUES

JAN DARELL C. CASUNCAD DR. JAMES F. FERRER

Reporter Professor