5E Model of Instruction

1. 5-E Model5-E Model
ofof
InstructionInstruction
A Method to theA Method to the
MadnessMadness
Developed by
Jeffrey Miller
Kyndra Johnson

2. Intended Learning for TodayIntended Learning for Today
• Recognize the need for a
5-E Model of Instruction
• Deepen our
understanding of the
components of the 5-E
Model of Instruction
• Deepen our
understanding of the use
of the 5-E Model of
Instruction

3. ActivityActivity 11
Quick Write:Quick Write: Thinking about learningThinking about learning
What have you noticed
about how students learn
on your campus?

4. What Does Research Say?What Does Research Say?
• Aptitude does not determine how
much students learn. Sustained
and directed effort can yield high
achievement for all students.
(Lauren Resnick)
• Work that is carried out
collaboratively for a common
objective and the discourse that
accompanies the process
contribute to the highest level of
academic achievement (Crede,
1997)
• Give the pupils something to do,
not something to learn; and the
doing is of such a nature as to
demand thinking; learning
naturally results (John Dewey)

5. • A novice learner has loosely
integrated knowledge maps.
• An advanced learner or expert
possesses tightly integrated
knowledge maps.
• The more loops a learner
makes through the recursive
cycle of expository, problem
solving, and experiential
learning, the tighter is the
knowledge map and the greater
is the chance for ascending the
ladder of understanding.
What Does Research Say?What Does Research Say?

6. Why the 5-E Model ofWhy the 5-E Model of
Instruction?Instruction?
• The 5-E Model helps students develop
their own frames of thought
• The 5-E Model incorporates collaboration
and cooperative groups
• The 5-E Model makes the teacher a
facilitator of learning

7. Why the 5-E Model ofWhy the 5-E Model of
Instruction?Instruction?
• The 5-E Model makes students more
responsible for their own learning
• The 5-E Model enables the teacher to
reach more learners than direct teach
strategies
• The 5-E Model promotes greater retention
of material

8. The 5E Model of
Instruction
• What is it?
• Where did it come
from?
• Who should use it?
• When is it most
effective?
• When should it not be
used?

9. 5-E Model
What is it?

10. 5-E Model
What is it?
• An organizational tool that actively
involves students in the learning process
• A teaching cycle based on the interactive
exploration of a concept
• A procedure that layers knowledge
discovered by students with knowledge
amplified by teachers

11. 5-E Model
What is it?
• Students build on former concepts in order
to place the new ideas into their working
framework of knowledge
• A learning cycle that supports the building
or accumulation of knowledge based on
previously learned concepts.

12. 5-E Model5-E Model
Where did it come from?Where did it come from?

13. 5-E Model5-E Model
Where did it come from?Where did it come from?
• The 5E Model was based on the
philosophy of John Dewey
• 5E Model was based on SCIS Model of
Instruction by Atkins and Karplus in 1967
• 5E learning cycle was developed by
Biological Sciences Curriculum Study
(BSCS) in 1989.

14. 5-E Model5-E Model
Who should use it?Who should use it?

15. 5-E Model5-E Model
Who should use it?Who should use it?
• Teachers new to a subject – as an
organizational tool.
• Teachers needing a programmed channel
to their students.
• Teachers wishing to give lessons as fully
packaged presentations.

16. 5-E Model5-E Model
When is it most effective?When is it most effective?

17. 5-E Model5-E Model
When is it most effective?When is it most effective?
• For new concepts that are difficult to
master.
• When the teacher has the resources and
time to allow the engage and exploratory
phases.

18. 5-E Model
When should it not be used?

19. 5-E Model
When should it not be used?
• During skills acquisition
• When the new concept is closely related
to a previously covered one

20. •Engage
•Explore
•Explain
•Extend/Elaborate
•Evaluate
Components of theComponents of the
5-E Model of5-E Model of
InstructionInstruction
It appears to be linearly ordered, but loops
are often desired or required.

21. ActivityActivity 22
Quick Write:Quick Write: What is the purpose?What is the purpose?
What would you say is the
purpose for each
component of the 5-E
Model of instruction?

22. Engage
Purpose: to peak
student interest and
get them personally
involved in the lesson
• Access prior knowledge
• Generates curiosity
• Gets students to ask the WHY
questions
• Motivates students to learn
• Gets students attention

23. Explore
Purpose: to get students
involved in the topic;
providing them with a
chance to find the solution
for themselves
• Students work together
• Students must make their own
decisions
• Students generate questions and
ideas while within the situation or
problem.

24. Explain
Purpose: students are
given a chance to take
what they have learned so
far and figure out what it
means.
• Students are asked to explain
their experiences
• Class discussion is held
• More questions are generated
• New definitions are explored

25. Extend/Elaborate
Purpose: to allow
students to use their new
knowledge and continue to
explore its implications
• Students apply knowledge to other
situations
• Students consider the effects of
their knowledge
• Students apply to their own world
• Students relate to other concepts

26. Evaluate
Purpose: The student
demonstrate understanding of
the new concept by observation
or open-ended response
• Self-assessment
• Teacher observation
• Ability to apply to other topics
• Performance Assessment
• Portfolio
• Rubrics

27. ActivityActivity 33
5-E Lesson Plan Puzzle5-E Lesson Plan Puzzle
Take the lesson topic and
develop the assigned 5-E
component activity.

28. ActivityActivity 44
5-E Lesson Plan Rubric5-E Lesson Plan Rubric
Use the 5-E lesson rubric to
evaluate the series of
lessons you have
assembled.
Be prepared to report out.

29. 5-E Model5-E Model
ofof
InstructionInstruction
A Method to theA Method to the
MadnessMadness
Developed by
Jeffrey Miller
Kyndra Johnson