The e5 Instructional Model

BSC ~ TPL TEAM 2010

engage

explore

explain

evaluate

elaborate

TM

Who is involved?

• CAV: Nadia Cavallin –English/Humanities

• EVR:Warren Evert – PE

• FER: Karen Ferguson – Art

• HOU: Katherine Houston Humanities/English

• MUN: Megan Mundy – Science

• STG:Freddy Stringer –Maths

• XUJ: Jie Wei – LOTE (Chinese)

The e5 Instructional Model

The Instructional Model emphasises what the teacher is doing in the classroom.

A framework for structuring a sequence of lessons/unit of work consistent with a constructivist approach.

Based on the premise that students learn best when allowed to work out explanations for themselves over time through a variety of learning experiences structured by the teacher.

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Developed by Rodger Bybee, 1997

e5 Instructional ModelEach letter represents a phase in a lesson or a unit of work

The Phases of the e5 Instructional ModelPHASE FOCUS: WHAT THE TEACHER DOES

ENGAGE Engages students in the concept and elicit their prior knowledgeRaises questionsElicits responses that uncover what the students know or think about the topic/concept

EXPLORE Involves students in experiences to develop concept/s and discussing their experiences with peers/teacherAsks probing questions to redirect the students’ investigations when necessaryObserves and listens to students as they interact

EXPLAIN Develops explanations for experiences and representations of developing conceptual understandingEncourages the students to explain concepts and definitions in their own wordsAsks for justification/evidence and clarification from studentsUses students’ previous experiences as basis for explaining concepts

ELABORATE

Extends understandings to a new context or make connections to additional concepts through a student-planned investigationEncourages students to apply or extend the concepts and skills in new situationsRefers to students existing information and asks, ‘What do you already know?’ ‘What do you think...?’

EVALUATE Provides opportunities for students re-represent their understandings and reflect on, and review, their learning journey Assesses students’ knowledge and/or skillsAllows students to assess their own learning and group-process skillsAsks open ended questions, such as: ‘Why do you think...?’ ‘What evidence do you have?’ ‘What do you know about...?’ ‘How would you explain...?’

PHASE OF THE MODEL

ASSESSMENT FOCUS

ENGAGE Diagnostic (assessment for learning) e.g. Talking, Writing, Drawing,

EXPLORE Formative (assessment for learning; assessment as learning)

e.g. Talking, Writing, Drawing,

EXPLAIN Formative (assessment for learning; assessment as learning)

e.g. Talking, Writing, Drawing, Reporting

ELABORATE Summative (assessment of learning investigating

outcomes)

Formative (assessment as learning – student self

analysis)

e.g. Talking, Writing, Drawing, Reporting

EVALUATE Summative (assessment of learning - conceptual

outcomes

Formative (assessment as learning – metacognition)

e.g. Talking, Writing, Drawing, Reporting

The Phases of the e5 Instructional ModelPHASE SUGGESTED ACTIVITY THINKING TOOL CRITICAL

THINKING SKILLS

ENGAGE

DemonstratingReadingFree writingPredicting Using numbers

WUTUKWUKBrainstormingConcept MappingWhite Hat

AnalysingGenerating ideasEvaluating

EXPLORE

Perform an investigationResearch, collect informationSolve a problem

6 Thinking HatsQuestion Key/Question MatrixCAF OPVSCAMPER

AnalysingApplying SynthesingGenerating ideasExpressing ideasSolving problems

EXPLAIN Oral PresentationMaking inferencesCommunicating

Compare and ContrastKWLHAPC KVI

Generating ideasExpressing ideasAnalysing

ELABORATE

Problem solving Decision Making

CAF CPS 6 Thinking Hats Different Uses KeyAGO

ApplyingAnalysingGenerating ideasExpressing ideasProblem solvingEvaluating

EVALUATE Performance assessmentProduce a productPortfolioRubric

Reflective Journal EntryPMI6 Thinking HatsSCAMPERBAR

EvaluatingSynthesingExpressing ideas

Question Analysis FormQuestions Knowl

edgeComprehension

Application

Analysis

Synthesis

Evaluation

1.What hypothesis would you make?

2.How would you solve the problem?

3.What inference would you make?

4.What is the name of the capital of Australia?

5.What would happen to the pie if it were coked 5 minutes longer?

6.What is the most significant scene in Hamlet?

7.How would you find the area of a triangle having two sides that are equal (isosceles triangle)?

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X

X

X

X

X

X

Ref: Developing Questioning Skills –Karron G Lewis Ph D Centre for Teaching Effectiveness

The e5 Instructional ModelQUESTIONING

‘A Teacher who relies only on instruction,who forestalls students’ questions or who answers them too quickly, instead of asking the further questions which will set students on their way to their own solution will disincline students to learn.’

(Plowden Report 1967, p195)