The document outlines the 4 A's and 5 E's in lesson planning, emphasizing the importance of activating and applying prior knowledge to enhance student learning. It details methods for engaging students actively through exploration, explanation, elaboration, and evaluation, allowing them to develop deeper conceptual understanding and self-assessment. The teacher's role is to facilitate learning by encouraging inquiry and supporting students in building new knowledge from their experiences.

1. 4 A’s in
Lesson
planning

2. ➢ACTIVITY
-Activate Prior Knowledge
-Access prior knowledge/activate students’ schemas

3. Methods:
o Gallery walk
o Brainstorming
o Concept mapping
o Games
o Q&A

4. ANALYSIS/ABSTRACTION
o Acquire new knowledge
o Promote higher order thinking – enable
students to make connections and
ointerconnections between the course
material and real life experiences
o Foster inquiry throughout lessons and
among students

5. Methods:
o Leaning logs
o Guest speakers
o Mini lessons
o Active reading
o Viewing + listening
o Note making
o Group discussions
o □ Journals
o Visual representations
□ Role play
□ Think/pair/share

6. Application
o Consolidate what has been learned and
make it relevant
oMethods:
oLearning logs
o Exit Slips
o Sharing of products
o Debriefing on process

7. o Performances
o Publications
o Real world activities
o Scenario
o Simulation
o Demonstration
o Case study

8. Assessment
• Assess what has been learned and
what needs to be further developed

9. METHODS:
□ Gallery walk
□ Brainstorming
□ Concept mapping
□ Leaning logs
□ Guest speakers
□ Mini lessons
□ Active reading

10. O Learning logs
O Exit Slips
O Sharing of products
O Debriefing on process
O Quizzes
O Open and closed book tests
O Think/pair/share
O Small conferences

11. INTEGRATION
OF 5 E’S

12. oThe 5 E lesson basically
supports inquire based
instruction. It allows children to
make discoveries and to
process new skills in an
engaging way. Teachers can
also adequately plan power
objectives more effectively by
using the 5E process.

13. oChildren are not just
learning with this method
they are more knowledgeable
about their own
metacognition, as they are
coached along and not
dictated by teachers merely
lecturing.

14. o. The role of the teacher is to
facilitate and support
students as they use prior
knowledge to build new
knowledge. The 5 Es are: Engage,
Explore, Explain, Elaborate and
Evaluate. When planning a lesson
each of these areas should be
completed. Often times these
lessons may take a few days to
complete

15. PHASES OF 5 E’S:
➢Engage
oMake connections between past and
present learning experiences
oAnticipate 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.

16. o These lessons mentally engage the students
with an event or question. Engagement
activities help students to make connections
with what they know and can do.
o What the Teacher Does
o Creates interest
o Generates curiosity
o Raises questions
o Elicits responses that uncover what the
students know or think about the
concept/topic

17. What the Student Does
oAsks questions, such as Why did
this happen? What do I already
know about this?
What can I find out about
this?
oShows interest in the topic

18. ➢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.

19. What the Teacher Does
o Encourages the students to work together
without direct instruction from the teacher
o Observes and listens to the students as
they interact
o Asks probing questions to redirect the
students’ investigation when necessary
o Provides time for students to puzzle
through problems
o Acts as a consultant for students

20. What the Student Does
o Thinks freely, but within the limits of the
activity
o Tests predictions and hypothesis
o Forms new predictions and hypotheses
o Tries alternatives and discusses them with
others
o Records observations and ideas
o Suspends judgment

21. 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.

22. What the Teacher Does
o Encourages the students to explain
concepts and definitions in their own
words
o Asks for justification (evidence) and
clarification from students
o Formally provides definitions,
explanations, and new labels
o Uses students’ previous experiences as
the basis for explaining concepts

23. What the Student Does
o Explains possible solutions or answers to
others
o Listens critically to one another’s
explanations
o Questions one another’s explanations
o Listens to and tries to comprehend
explanations the teacher offers
o Refers to previous activities
o Uses recorded observation in explanations

24. Elaborate:
This phase of the 5 E's extends
students' conceptual understanding and
allows them to practice skills and
behaviors. Through new experiences,
the learners develop deeper and broader
understanding of major concepts, obtain
more information about areas of interest,
and refine their skills.

25. What the Teacher Does
o Expects the students to use formal labels, definitions,
and explanations provided previously
o Encourages the students to apply or extend the
concepts and skills in new situations
o Reminds the students of alternative explanations
o Refers the students to existing data and evidence and
asks: What do you already know? Why do you
think…? (Strategies from Explore apply here also.)

26. What the Student Does
o Applies new labels, definitions, explanations,
and skills in new, but similar situations
o Uses previous information to ask questions,
propose solutions, make decisions, design
experiments
o Draws reasonable conclusions from
evidence
o Records observations and explanations
o Checks for understanding among peers

27. 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.

28. What the Teacher Does
o Observes the students as they apply new
concepts and skills
o Accesses students’ knowledge and/or skills
o Looks for evidence that the students have
changed their thinking or behaviors
o Allows students to access their own
learning and group-process skills
o Asks open-minded questions, such as Why
do you think…? What evidence do you have?
What do you know about it? How would you
explain it?

29. What the Student Does
o Answers open-ended questions by
using observations, evidence, and
previously accepted explanations
o Demonstrates an understanding or
knowledge of the concept or skill
o Evaluates his or her own progress
and knowledge
o Asks related questions that would
encourage future investigations