Details of 5 E Model and Lesson Plans in 5E

1. All
About
The 5 e’s
Compiled by: Dr. V. Singh
SXCE, Patna
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3. Engage
Explore
Explain
Elaborate
Evaluate
Measuring & Counting and
Comparison Questions
Attention-focusing questions
Action &
Problem-
Solving
Questions
Have you seen?
Do you notice?
How many?
How long?
In how
many ways?
What happens if…
Can you find a way to…
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6. The 5 E's
The 5 E's is an instructional model based on the
constructivist approach to learning, which says that learners
build or construct new ideas on top of their old ideas. The 5
E's can be used with students of all ages, including adults.
Each of the 5 E's describes a phase of learning, and each
phase begins with the letter "E": Engage, Explore, Explain,
Elaborate, and Evaluate.
The 5 E's allows students and teachers to experience
common activities, to use and build on prior knowledge and
experience, to construct meaning, and to continually assess
their understanding of a concept.
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7. Constructivism is a learning strategy that draws on
students' existing knowledge, beliefs, and skills. With a
constructivist approach, students synthesize new
understanding from prior learning and new information.
The constructivist teacher sets up problems and monitors
student exploration, guides student inquiry, and promotes
new patterns of thinking. Working mostly with raw data,
primary sources, and interactive material, constructivist
teaching asks students to work with their own data and learn
to direct their own explorations. Ultimately, students begin to
think of learning as accumulated, evolving knowledge.
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8. The philosophy about learning, that proposes learners
need to build their own understanding of new ideas,
has been labeled constructivism. Much has been
researched and written by many eminent leaders in
the fields of learning theory and cognition. Scholars
such as Jean Piaget, Eleanor Duckworth, George Hein,
and Howard Gardener have explored these ideas in-
depth. The Biological Science Curriculum Study
(BSCS), a team whose Principal Investigator is Roger
Bybee developed an instructional model for
constructivism, called the "Five Es“.
Constructivism
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9. The 5 E Learning Cycle Model
(Adapted from Bybee, R.W. et al. (1989))
Engagement
*Object, event or question used to engage students.
*Connections facilitated between what students know and can do.
Exploration
*Objects and phenomena are explored. *Hands-on activities, with guidance.
Explanation
*Students explain their understanding of concepts and processes.
*New concepts and skills are introduced as conceptual clarity and cohesion are
sought.
Elaboration
*Activities allow students to apply concepts in contexts, and build on or extend
understanding and skill.
Evaluation
*Students assess their knowledge, skills and abilities. Activities permit evaluation
of student development and lesson effectiveness.
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10. Questions for Consideration for Each Phase
1. Engagement
• The engagement phase of the 5-E model is intended to provide a focus for
the
lesson and to allow the teacher to probe students‟ initial conceptions.
• What do students already know about the concept?
• What do they want to know?
• What will they explore?
2. Exploration
• What is the precise concept that students will explore?
• What activities must the children do to become familiar with the concept?
• What kinds of observations and records should the children keep?
• What kinds of instructions will the children need? How can you give the
instructions
without telling the concept?
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11. Questions for Consideration for Each Phase
3. Explanation
• What kinds of information or findings should the children talk
about?
• How can you help students summarize their findings?
• How can you guide the students and refrain from telling them what
they should have
found, even if their understanding is incomplete?
• What concept “labels” should the children discover?
• Why is the concept important?
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12. Questions for Consideration for Each Phase
4. Expansion
• How can you connect with children's prior experiences?
• How does the concept relate to the science program goals?
• What questions can be used to encourage discovery of the
concept's importance?
• What new experiences will help to apply or expand the
concept?
• What is the next concept related to the present one?
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13. Questions for Consideration for Each Phase
5. Evaluation
• What are the appropriate learning outcomes you should
expect?
• What types of hands-on evaluation techniques can the children
do to demonstrate the
basic process skills?
• What techniques are appropriate for children to demonstrate
the integrated process
skills?
• How can pictures help children to demonstrate how well they
can think through
problems?
• What types of questions will help children to reflect on what
they have discovered?
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14. In the stage Engage, the students first encounter and identify the
instructional task. Here they make connections between past
and present learning experiences, lay the organizational ground
work for the activities ahead and stimulate their involvement in
the anticipation of these activities. Asking a question, defining a
problem, showing a surprising event and acting out a
problematic situation are all ways to engage the students and
focus them on the instructional tasks. If we were to make an
analogy to the world of marketing a product, at first we need to
grab the customer's attention. We won't have their attention
unless they have a need to buy the product. They may be
unaware of a need, and in this case we are motivated to create a
need.
Engage
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17. In the Exploration stage the students have the
opportunity with
phenomena in
these of
experience work
together of
common the
process The
teacher materials
and students'
inquiry process drives the instruction during an
In the Exploration stage the students have the
opportunity to get directly involved with
phenomena and materials. Involving themselves in
these activities they develop a grounding of
experience with the phenomenon. As they work
together in teams, students build a base of
common experience which assists them in the
process of sharing and communicating. The
teacher acts as a facilitator, providing materials
and guiding the students' focus. The students'
inquiry process drives the instruction during an
Explore
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20. The third stage, Explain, is the point at which the learner begins to
put a
communicable sequencing
events between
peers, in
groups, they
articulate .
Language labels,
applied a
means the
facilitator and
standard language, for student findings and events.
The third stage, Explain, is the point at which the learner begins to
put the abstract experience through which she/he has gone /into a
communicable form. Language provides motivation for sequencing
events into a logical format. Communication occurs between
peers, the facilitator, or within the learner himself. Working in
groups, learners support each other's understanding as they
articulate their observations, ideas, questions and hypotheses.
Language provides a tool of communicable labels. These labels,
applied to elements of abstract exploration, give the learner a
means of sharing these explorations. Explanations from the
facilitator can provide names that correspond to historical and
standard language, for student findings and events.
Explain
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21. For example a child, through her exploration, may state they have
noticed certain
metallic child,
might "an
attracting a
direct that
experience student
an enhances
the .
The possible
misconceptions or
tape recorded
evidence of the learner's development, progress and growth.
For example a child, through her exploration, may state they have
noticed that a magnet has a tendency to "stick" to a certain
metallic object. The facilitator, in her discussion with the child,
might at this stage introduce terminology referring to "an
attracting force". Introducing labels, after the child has had a
direct experience, is far more meaningful than before that
experience. The experiential base she has built offers the student
an attachment place for the label. Common language enhances
the sharing and communication between facilitator and students.
The facilitator can determine levels of understanding and possible
misconceptions. Created works such as writing, drawing, video, or
tape recordings are communications that provide recorded
evidence of the learner's development, progress and growth.
Explain
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22. Explain
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24. In stage four, Elaborate, the students expand on the concepts
they concepts,
and For
example, an
understanding Examining
a changes
its to
further shadow's
changing source,
the plant
flowers to
prop both
extensions a
straight and
In stage four, Elaborate, the students expand on the concepts
they have learned, make connections to other related concepts,
and apply their understandings to the world around them. For
example, while exploring light phenomena, a learner constructs an
understanding of the path light travels through space. Examining
a lamp post, she may notice that the shadow of the post changes
its location as the day grows later. This observation can lead to
further inquiry as to possible connections between the shadow's
changing location and the changes in direction of the light source,
the Sun. Applications to real world events, such as where to plant
flowers so that they receive sunlight most of the day, or how to
prop up a beach umbrella for shade from the Sun, are both
extensions and applications of the concept that light travels in a
straight path. These connections often lead to further inquiry and
Elaborate
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27. Evaluate, the fifth "E", is an on-going diagnostic
process the
learner and
knowledge at
all instructional
process this
diagnostic and
prioritized -
in observation
structured interviews,
portfolios project
and embedded
Evaluate, the fifth "E", is an on-going diagnostic
process that allows the teacher to determine if the
learner has attained understanding of concepts and
knowledge. Evaluation and assessment can occur at
all points along the continuum of the instructional
process. Some of the tools that assist in this
diagnostic process are: rubrics (quantified and
prioritized outcome expectations) determined hand-
in-hand with the lesson design, teacher observation
structured by checklists, student interviews,
portfolios designed with specific purposes, project
and problem-based learning products, and embedded
Evaluate
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28. Concrete evidence of the learning proceed is most valuable in
communications and
administrators enhance
understanding educational
process, further
enrichment of
learning planning
and of
direction evidence
of to
enhance show
profound the
teacher take
advantage of this high level of interest.
Concrete evidence of the learning proceed is most valuable in
communications between students, teachers, parents and
administrators. Displays of attainment and progress enhance
understanding for all parties involved in the educational
process, and can become jumping off points for further
enrichment of the students' education. These evidences of
learning serve to guide the teacher in further lesson planning
and may signal the need for modification and change of
direction. For example, if a teacher perceives clear evidence
of misconception, then he/she can revisit the concept to
enhance clearer understanding. If the students show
profound interest in a branching direction of inquiry, the
teacher can consider refocusing the investigation to take
advantage of this high level of interest.
Evaluate
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31. BLOOMS Levels
of Thinking
Students Teachers
Creating The learner creates new ideas and
information using what has been
previously learned.
The teacher plans and implements new
approaches and improvements based
on previous experience or new
information.
Evaluating The learner makes decisions based on
in-depth reflection, criticism and
assessment.
The teacher reflects upon data.
Interprets strengths/weaknesses and
plans improvements.
Analyzing The learner breaks learned
information into its parts to best
understand that information.
The teacher seeks feedback on their
own and their student‟s performance.
Collects data.
Applying The learner makes use of information
in a context different from the one in
which it was learned.
The teacher develops and applies
effective programs and strategies to
„Teach‟ the discipline.
Understanding The learner grasps the meaning of
information by interpreting and
translating what has been learned.
The teacher has an overview of the
discipline, effective learning
approaches and links to the whole
curriculum.
Remembering The learner is able to recall, restate
and remember learned information.
The teacher is aware of the basic
content and teaching methodologies in
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32. *Blooms taxonomy is familiar to most teachers and is
often used as a structure to plan learning programs
and assessment tasks. The column here for teachers
is based only on armchair thinking but it holds up
reasonably well. As with students the thought
processes for teachers become more sophisticated up
the table. Although it could be argued that many
teachers, particularly those new to the game or
outside their “subject” area, find themselves having to
jump straight into the creating level.
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33. •An interesting question is whether teachers actually
understand and believe in a construction like Blooms
taxonomy as a framework for “higher order thinking”.
If they do they may also see that there are parallels
with their own learning and hence value the levels of
analysis, evaluation and creating as superior (albeit
harder) than the lower levels.
*Now let‟s look at the 5 E‟s. This instructional model
has been around for many years and is currently the
basis of some project work being undertaken by
DEECD to assist schools with curriculum
implementation.
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34. 5 E‟s Planning for student learning Planning for teacher learning
Evaluate: This phase of the 5 E's encourages learners to assess their
understanding and abilities and lets teachers evaluate
students' understanding of key concepts and skill
development.
Teachers evaluate the effectiveness of their
programs and their performance through the
lense of student achievement.
Elaborate: This phase of the 5 E's extends students' conceptual
understanding and allows them to practice skills and
behaviours. Through new experiences, the learners develop
deeper and broader understanding of major concepts, obtain
more information about areas of interest, and refine their skills.
Teachers reflect upon their practice and hone
their skills. Teachers increase the depth of their
understanding of both their disciplines and
teaching methodologies.
Explain: This phase of the 5 E's helps students explain the concepts
they have been exploring. They have opportunities to verbalize
their conceptual understanding or to demonstrate new skills or
behaviors. This phase also provides opportunities for teachers
to introduce formal terms, definitions, and explanations for
concepts, processes, skills, or behaviors.
Teachers implement programs, try things out.
They explain to students. They demonstrate new
skills and behaviours.
Explore: This phase of the 5 E's provides students with a common base
of experiences. They identify and develop concepts, processes,
and skills. During this phase, students actively explore their
environment or manipulate materials.
Teachers explore resources available to them,
text books, curriculum standards, online
resources. They work in teams learning from
each other. They plan programs and lessons
Engage: This phase of the 5 E's starts the process. An "engage" activity
should do the following:
1.Make connections between past and present learning
experiences
2.Anticipate activities and focus students' thinking on the
learning outcomes of current activities. Students should
become mentally engaged in the concept, process, or skill to
be learned.
Teacher‟s become engaged through personal
interest, planned or accidental learning.
Teachers are often coerced to be engaged
through DEECD and school level requirements
e.g. VELS, assessment, teacher shortage, school
initiatives.
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35. Engage - students encounter the material, define their questions, lay the
groundwork identify
relevance
Explore process,
teamwork
Explain have
been supplies
resources,
Elaborate concepts,
apply
Evaluate for
understanding based
learning and
modify
Engage - students encounter the material, define their questions, lay the
groundwork for their tasks, make connections from new to known, identify
relevance
Explore - students directly involved with material, inquiry drives the process,
teamwork is used to share and build knowledge base
Explain - learner explains the discoveries, processes, and concepts, that have
been learned through written, verbal or creative projects. Instructor supplies
resources, feedback, vocabulary, and clarifies misconceptions
Elaborate - learners expand on their knowledge, connect it to similar concepts,
apply it to other situations - can lead to new inquiry
Evaluate - on-going process by both instructor and learner to check for
understanding. Rubrics, checklists, teacher interviews, portfolios, problem-based
learning outputs, and embedded assessments. Results are used to evaluate and
modify further instructional needs.
The 5 E‟s
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36. 5 - E Lesson Plan Template
The lesson title:
_________________________________________________________
Subject:
Concepts to be attained:
__________________________________________________
Concepts that are important to expansion:
____________________________________
Materials needed:
• For explorations
• For expansions
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37. 5 - E Lesson Plan Template
1. Engagement
What is the focus of the lesson?
2. Exploration
Which skills will be used?
What will students do?
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38. 3. Explanation
What is the main idea (concept) ? How will the main idea (concept) be
constructed?
4. Expansion
Which process skills will be used?
How will the idea be expanded?
5. Evaluation
How will the students show what they have learned?
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39. 5 E Lesson Plan Format
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40. 5 E Lesson Plan Format
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41. 5 E Lesson Plan Format
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42. Evaluation Format for the Supervisor
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