The 7E Model
- Learn the components of the 7E model and their purpose.
- Identify parts of the 7E model in a unit plan.
The 7E instructional model is a common learning cycle used by science teachers. Earlier known the the 5E model, the 7E model is an extension of its predecessor that has been expanded to ensure teachers don't leave out any essential instructional components. The 7E model is also often used as a conceptual change model. Within its levels teachers can work from eliciting dissatisfaction at the beginning to having students extend their new understanding to ensure the misunderstanding has been usurped. As you learn about the 7E model think of how the lesson we watched on heat fits into the model as well as the lesson you developed in the previous unit. It is also helpful to think of units you currently use in class and how the 7E model fits into their instruction.
Activity 1: Introduction
Consider the following questions while reading about the 7E model.
- What are the seven parts of the model?
- What purpose does each step serve?
- How does this relate to fostering conceptual change?
Read: Expanding the 5E Model
Next, read: a unit plan that uses the 5E model
Activity 2: A Closer Look
Now that you know the ins-and-outs of the 7E model we can take another look at the "Earth is Flat" video and work on the following task.
"Earth is Flat"
Go through the video again and answer the following questions. You may use this graphic organizer File:7egraphicorganizer.doc to help your thinking.
- Are all parts of the 7E model present?
- How is each part addressed in the lesson?
- Would you suggest doing anything differently?
- What questions do you have regarding each section?
Using the discussion space provided in this wiki write about these questions and ideas:
- Where in the 7E model is the misconception brought into the open?
- Where does dissatisfaction occur? Is there more than one place?
- How do we know if the misconception persists and how does the 7E model help us find this out?
Next Unit 3:The 7E Unit Plan for Conceptual Change
Back to Unit 1:The Misconception
Back to Teaching for Conceptual Change Main Page