Explanation of E5

1. E5 Instructional model Explore 2 Engage 1 3 Evaluate Explain 5 ‘I am your student, help me learn.’ Elaborate 4

2. Presentation Outline Origins of E5 E5 Context The model.

4. Presentation- The teacher introduces new experiences and makes connections to prior experiences

5. Generalisation – The teacher explains ideas and develops concepts for the students

7. Clarifying the problem

8. Formulating an hypothesis

9. Testing the hypothesis

10. Revising tests

12. Exploration

13. Explanation

14. Elaboration

16. Explore

17. Explain

18. Elaborate

20. E5 Instructional model “A framework to inform conversations and guide the observation, critique and reflection of classroom practice.” (D. Fraser)

22. E5 Instructional model E5 is one of a suite of complementary models including Backwards Design, Inquiry learning, Rich tasks, Problem Based learning. Interpretation and use of the E5 model should be able to be flexible and adaptable and adoptable.

23. One of many models

24. E5 Instructional model Models what teachers do in classrooms Could be used as a framework for: A unit of work A series of lessons Any one lesson

25. Engage. The teacher or a curriculum task accesses the learners’ prior knowledge and helps them becomeengaged in a new concept through the use of short activitiesthat promote curiosity and elicit prior knowledge. The activity should makeconnections between past and present learning experiences, expose priorconceptions, and organize students’ thinking toward the learning outcomes of current activities.

26. Explore. Exploration experiences provide students with a common base of activities within which current concepts (i.e., misconceptions), processes, and skills areidentified and conceptual change is facilitated. Learners may completeactivities that help them use prior knowledge to generate new ideas, explore questions and possibilities.

27. The explanation phase focuses students’ attention on a particular aspect of theirengagement and exploration experiences and provides opportunities todemonstrate their conceptual understanding, process skills, or behaviours. Thisphase also provides opportunities for teachers to directly introduce a concept,process, or skill. Learners explain their understanding of the concept. Anexplanation from the teacher or the curriculum may guide them toward a deeperunderstanding, which is a critical part of this phase. Explain.

28. Elaborate. Teachers challenge and extend students’ conceptual understanding and skills. Through new experiences, the students develop a deeper and broaderunderstanding, gain more information, and develop adequate skills. Students apply theirunderstanding of the concept by conductingadditional activities.

29. Evaluate. The evaluation phase encourages students to assess their understanding and abilities and provides opportunitiesfor teachers to evaluate student progresstoward achieving the educational objectives.

31. Determines readiness for learning

32. Establishes learning Goals

33. Develops meta-cognitive capacity

34. Prompts Inquiry

35. Structures Inquiry

37. Develops language and literacy

39. Cultivates Higher Order thinking

41. Facilitates student self assessmentEvaluate

42. E5 – An Instructional Model The E5 Instructional Model is a framework for purposeful teaching and describes the interactions that take place within a classroom between the teacher, the student and the content using five descriptors‐ Engage Explore Explain Elaborate Evaluate