Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language Arts

• In Event: AERA Poster Session 6
  In Poster Session: Motivation in Education SIG Poster Session: Process, Methods, and Outcomes

Abstract

This paper explores the 5E model of lesson design (engage, explore, explain, extend, evaluate) in English Language Arts (ELA) classrooms in consideration of an authentic teaching and learning framework. This quasi-experimental pre and post intervention study centers on student motivation and academic emotions regarding direct instruction in comparison to an authentic, 5E lesson. Findings suggest students are less interested and more bored when comparing direct instruction to authentic, 5E lessons. Moreover, academic pressure increased in the authentic group while classroom mastery decreased.

Authors

• Gage Jeter, University of Florida

• Benjamin C. Heddy, University of Oklahoma

• Jane Baber, University of Oklahoma

• Scott Neal Wilson, University of Oklahoma

• Leslie Ann Williams, University of Oklahoma

• Linda Atkinson, University of Oklahoma

• Sharon Gail Dean, University of Oklahoma

• Gregg A. Garn, University of Oklahoma