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Presentation1 e5


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Explanation of E5

Explanation of E5

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  • For example see chart comparing E5 to an inquiry model and relating this to VELS themes
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    • 1. E5 Instructional model<br />Explore<br />2<br />Engage<br />1<br />3<br />Evaluate<br />Explain<br />5<br />‘I am your student, help me learn.’ <br />Elaborate<br />4<br />
    • 2. Presentation Outline<br />Origins of E5<br />E5 Context<br />The model.<br />
    • 3. Origins of e5An instructional model is the broadest level of instructional practice and provides a philosophical view of instruction. Johann Herbart (1776-1841) a German philosopher, psychologist and founder of pedagogy as an academic discipline, developed an instructional model with four steps:<br /><ul><li>Preparation - The teacher brings prior experience to students&apos; awareness.
    • 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
    • 6. Application – The teacher provides experiences where the students demonstrate their understanding by applying concepts in new contexts.</li></ul>In the 1930&apos;s John Dewey (1859 – 1952) an American philosopher, psychologist and educational reformer developed an instructional model that included:<br /><ul><li>Sensing a perplexing situation
    • 7. Clarifying the problem
    • 8. Formulating an hypothesis
    • 9. Testing the hypothesis
    • 10. Revising tests
    • 11. Acting on solutions</li></ul>In 1962 J. Myron Atkin and Robert Karplus, science educators published a paper on a &apos;guided discovery&apos; approach that was used in the Science Curriculum Improvement Study (SCIS). This cycle used terms such as exploration, invention and discovery which were later modified to exploration, term introduction and concept application. <br />The Biological Sciences Curriculum Study (BSCS) 5E Instructional Model was developed in America in the 1980&apos;sand consists of the following phases:<br /><ul><li>Engagement
    • 12. Exploration
    • 13. Explanation
    • 14. Elaboration
    • 15. Evaluation </li></ul>An executive summary of this model can be found at: (PDF)<br />Based on the preceding work of the 5E model, in April 2009the Department of Education and Early Childhood Development in Victoria, released the e5Instructional Model. This model is intended to support teachers in Victorian state schools when developing purposeful teaching. More information about The Blueprint for Government Schools in Victoria and the Effective Schools Model and is available at: e5Instructional Model provides a common language for educators to assist with defining quality instruction. The phases of the e5 model are:<br /><ul><li>Engage
    • 16. Explore
    • 17. Explain
    • 18. Elaborate
    • 19. Evaluate</li></li></ul><li>E5 Context<br />Support teachers when developing purposeful teaching.<br />Need for lesson/unit planning skills.<br />Meet the goals of the School Strategic Plan.<br />Engagement with DEECD initiatives.<br />
    • 20. E5 Instructional model<br />“A framework to inform conversations and guide the observation, critique and reflection of classroom practice.” (D. Fraser)<br />
    • 21. Instructional model<br /><ul><li>E5 should not be seen as something new. It is simply a structure for describing and articulating what good teachers already do.</li></li></ul><li>VELS<br />Regions<br />E5<br />POLT<br />P &amp; D <br />Culture<br />Differentiated<br />Learning<br />Ultranet<br />Assessment<br />Annual Plan<br />Principles of effective PL<br /> E5 needs to be seen as another part of the puzzle. NOT A REPLACEMENT FOR FAILED INITIATIVES OR THE NEXT FAD.<br />Coaches<br />T.P.L.<br />
    • 22. E5 Instructional model<br />E5 is one of a suite of complementary models including Backwards Design, Inquiry learning, Rich tasks, Problem Based learning.<br />Interpretation and use of the E5 model should be able to be flexible and adaptable and adoptable.<br />
    • 23. One of many models<br />
    • 24. E5 Instructional model<br />Models what teachers do in classrooms<br />Could be used as a framework for:<br />A unit of work<br />A series of lessons<br />Any one lesson<br />
    • 25. Engage.<br />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. <br />The activity should makeconnections between past and present learning experiences, expose priorconceptions, and organize students’ thinking toward the learning outcomes of<br />current activities.<br />
    • 26. Explore.<br /> Exploration experiences provide students with <br />a common base of activities within which <br />current concepts (i.e., misconceptions), <br />processes, and skills areidentified and <br />conceptual change is facilitated. <br />Learners may completeactivities that help them <br />use prior knowledge to generate new ideas, explore<br />questions and possibilities.<br />
    • 27. The explanation phase focuses students’<br />attention on a particular aspect of theirengagement <br />and exploration experiences and provides <br />opportunities todemonstrate their conceptual <br />understanding, process skills, or behaviours. <br />Thisphase also provides opportunities for teachers <br />to directly introduce a concept,process, or skill. <br />Learners explain their understanding of the concept. <br />Anexplanation from the teacher or the curriculum <br />may guide them toward a deeperunderstanding, <br />which is a critical part of this phase.<br />Explain.<br />
    • 28. Elaborate.<br />Teachers challenge and extend students’ conceptual <br />understanding and skills.<br />Through new experiences, the students develop a<br />deeper and broaderunderstanding, gain more<br />information, and develop adequate skills. <br />Students apply theirunderstanding of the concept <br />by conductingadditional activities.<br />
    • 29. Evaluate.<br />The evaluation phase encourages students to assess <br />their understanding and abilities and provides <br />opportunitiesfor teachers to evaluate student<br />progresstoward achieving the educational <br />objectives.<br />
    • 30. Summary of E5 Domains and capabilities.<br />Engage<br /><ul><li>Develops shared Norms
    • 31. Determines readiness for learning
    • 32. Establishes learning Goals
    • 33. Develops meta-cognitive capacity
    • 34. Prompts Inquiry
    • 35. Structures Inquiry
    • 36. Maintains Session momentum</li></ul>Explore<br /><ul><li>Presents new content
    • 37. Develops language and literacy
    • 38. Strengthens connections</li></ul>Explain<br /><ul><li>Facilitates substantive conversation
    • 39. Cultivates Higher Order thinking
    • 40. Monitors progress</li></ul>Elaborate<br /><ul><li>Assesses performance against standards
    • 41. Facilitates student self assessment</li></ul>Evaluate<br />
    • 42. E5 – An Instructional Model <br />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‐ <br />Engage<br />Explore<br />Explain<br />Elaborate<br />Evaluate<br />