An Instructional Model to Bridge the Gap between Theory and Practice

Despite decades of research promoting inquiry-based learning, the implementation of this approach in K-12 Math classrooms has only seen moderate success. While we believe in the power of this approach, its implementation in our classes is not always straightforward, and there is a need to bridge the gap between theory and practice. Therefore, it is crucial that teachers are equipped with a clear and dynamic tool to see the potential of inquiry-based instruction and to effectively bring it to their classrooms.

Many models have been suggested and used, but even some of the more progressive ones lack the incorporation of the essential components proposed by learning theorists that promote strong conceptual understanding and process skill development for all students. In this article, we propose the 4E × 2 Instructional Model, which seeks to broaden the instructional paradigm by helping develop teachers’ abilities to facilitate deeper inquiry learning experiences. ?We will explore the 4E × 2 model, its components, and how it can effectively support teachers in bringing inquiry-based instruction to their classrooms.

?

What is 4E × 2 instructional model?

The 4E × 2 (read “4E by 2”) Instructional Model is a learning framework that integrates what we know and understand about inquiry-based teaching and learning with effective assessment and metacognitive reflection. Developed by Jeff Marshall and his colleagues, this model is designed to equip mathematics and science teachers to implement elements of educational reform in their classrooms.

The 4E × 2 model is made based on the coherence and the resulting synergy that occurs when the three learning constructs “formative assessment”, “inquiry instructional models”, and “metacognitive reflection” are united. By uniting these constructs, the model seeks to equip teachers with the tools they need to facilitate deeper, more meaningful learning experiences for their students.

Metacognitive Reflection

Metacognition refers to the ability to understand and regulate one's own cognitive processes, while reflective practice refers to any occasions of purposeful thought. While reflective practice can apply to any type of purposeful thinking, metacognition specifically involves in-depth analysis and awareness of thought processes, which is crucial for effective learning. Therefore, metacognitive reflection combines focused reflective practice on the concepts being explored with the self-awareness aspects emphasized by metacognitive strategies.

Inquiry Instructional Model

The National Science Education Standards, NSES (NRC 1996) defined the scientific inquiry as ‘‘a set of interrelated processes by which scientists and students pose questions about the natural world and investigate phenomena; in doing so, students acquire knowledge and develop a rich understanding of concepts, principles, models, and theories.” However, since the construct is an inquiry instructional model, not just inquiry, Marshall refined the definition to include curricula and instructional practices that promote and facilitate engaging students in the aforementioned idea of scientific inquiry.

Formative assessment

Marshall defined formative assessment as “encompassing all those activities undertaken by teachers, and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged”. This type of assessment can help teachers tailor their instruction to the specific needs of their students, ultimately leading to more effective learning outcomes.

?

How does it work?

The 4E × 2 Instructional Model suggests that teachers engage learners through effective hooks, probe prior knowledge, and develop scientific questioning during the Engage phase. During the Explore phase, students predict, design, test, collect, and/or reason. The Explain phase follows the Explore phase and encourages student-centered learning where students make sense of prior knowledge and align it with findings from the Explore phase. The Extend phase requires students to apply, elaborate, transfer, and generalize their knowledge. Providing opportunities for students to apply their knowledge in meaningful and authentic contexts helps solidify conceptual understanding and address alternative conceptions. It is essential to keep in mind that although effective questioning is necessary during all phases of inquiry based learning, it is not sufficient to determine if students are ready to proceed to the next phase or if they need remediation or intervention before going further. Thus, teachers need to incorporate metacognitive reflection with effective questioning by implementing metacognition strategies. Add to this the component related to assessment since assessments that provide diagnostic or formative feedback are critical and essential before making decisions to move on.

How to support teachers?

The following table represents the components of the model and guides teachers while planning.

To prepare an effective planning using this model, check the following template.

Here are the main steps:

• Define the key focus, essential question, or inquiry prompt.
• Identify the relevant standards and objectives.
• Prepare the needed materials.
• Select a metacognitive reflection strategy for each phase.?Drop-down boxes (R1/R2…R8) are provided to help teachers choose from various strategies, such. For science notebooks, drawings, brainstorming, warm-up exercises, and KWHL charts for the Engage phase. The previous table provides suggested strategies for each phase.
• Choose from the “check all that apply” list and representative questions to determine what students are expected to do during each phase.
• Indicate the context of the assessment for each phase: knowledge-centered, Process-centered, skill-centered, individual, small group, or class performance. From the suggested assessment strategies in the previous table, teachers can choose what they use and write them beside the drop-down boxes (A1/A2…A8).
• Make decisions for the post-section before moving to the next phase.

?

Conclusion

The 4E × 2 Instructional Model is a powerful framework that integrates inquiry-based teaching and learning, effective assessment, and metacognitive reflection to promote student-centered and meaningful learning experiences. It provides guidance for teachers to engage, explore, explain, and extend student learning in a coherent and purposeful manner. Have you already experienced this model? What are your thoughts about it?

Share your experiences and opinions in the comments.?

??

Resource

Marshall, J. C., Horton, B., & Edmondson, E. (2007). 4E 9 2 Instructional Model [Electronic Version]. Retrieved August 15, 2007 from https://www.clemson.edu/iim.