The document describes the 5E inquiry lesson model, which includes the phases of engagement, exploration, explanation, elaboration, and evaluation. It notes that while teachers feel they implement this model, independent examination often shows gaps. The document prompts teachers to reflect on their use of each phase of the model, explaining its importance and how they implement it, and to reconcile any inconsistencies found. This self-examination is intended to help teachers better understand and improve their use of the 5E model.

1. Inquiry Lesson Model

2. INTRODUCTION TO THE 5Es

4. Engagement
• Object, event or question used to engage
students.
• Connections facilitated between what
students know and can do.

5. Exploration
• Objects and phenomena are explored.
• Hands-on
activities
with
guidance.

6. Explanation
• Students explain their understanding of
concepts and processes.
• New concepts and skills are introduced as
conceptual clarity and cohesion are sought.

7. Elaboration
• Activities allow students to apply concepts in
contexts, and build on or extend
understanding and skill.

8. Evaluation
• Students assess their knowledge, skills and
abilities.
Activities
permit
evaluation
of student
development and lesson effectiveness.

9. BUT, WAIT!
I do all those things, don’t I?

10. Do we, as ‘teachers’ really do these things as
well as we believe?

11. • Such is the case in the use of the 5E model.
• Teachers feel they do the model and do it
well; but, on examination by a 3rd party it is
often demonstrated that not all tasks are done
in accordance to the model.
• This is not a bad thing as it provides the
teacher with the chance to reevaluate their
usage of the model and develop their
proficiency in using it correctly.

12. GUIDED PRACTICE

13. Engagement
• On a piece of paper write down 3 ways you
use engagement in your daily lessons.
• Explain to a colleague why you believe
“engagement” is important to the lesson
model.
• Explain to a colleague why you believe
“engagement” is not important to the lesson
model.

14. What do you want to tell others?
• What do you believe is necessary for others to
know about your use of “engagement”?
• What do you wish others would STOP telling
you about the use of “engagement”?
• Reconciliation – how can you reconcile what
you stated above with the way you use
“engagement” in the lesson model?

15. Exploration
• On a piece of paper write down 3 ways you
use “exploration” in your daily lessons.
• Explain to a colleague why you believe
“exploration” is important to the lesson
model.
• Explain to a colleague why you believe
“exploration” is not important to the lesson
model.

16. What do you want to tell others?
• What do you believe is necessary for others to
know about your use of “exploration” ?
• What do you wish others would STOP telling
you about the use of “exploration” ?
• Reconciliation – how can you reconcile what
you stated above with the way you use
“exploration” in the lesson model?

17. Explanation
• On a piece of paper write down 3 ways you
use “explanation” in your daily lessons.
• Explain to a colleague why you believe
“explanation” is important to the lesson
model.
• Explain to a colleague why you believe
“explanation” is not important to the lesson
model.

18. What do you want to tell others?
• What do you believe is necessary for others to
know about your use of “explanation” ?
• What do you wish others would STOP telling
you about the use of “explanation” ?
• Reconciliation – how can you reconcile what
you stated above with the way you use
“explanation” in the lesson model?

19. Elaboration
• On a piece of paper write down 3 ways you
use “elaboration” in your daily lessons.
• Explain to a colleague why you believe
“elaboration” is important to the lesson
model.
• Explain to a colleague why you believe
“elaboration” is not important to the lesson
model.

20. What do you want to tell others?
• What do you believe is necessary for others to
know about your use of “elaboration” ?
• What do you wish others would STOP telling
you about the use of “elaboration” ?
• Reconciliation – how can you reconcile what
you stated above with the way you use
“elaboration” in the lesson model?

21. Evaluation
• On a piece of paper write down 3 ways you
use “evaluation” in your daily lessons.
• Explain to a colleague why you believe
“evaluation” is important to the lesson model.
• Explain to a colleague why you believe
““evaluation” is not important to the lesson
model.

22. What do you want to tell others?
• What do you believe is necessary for others to
know about your use of “evaluation” ?
• What do you wish others would STOP telling
you about the use of “evaluation” ?
• Reconciliation – how can you reconcile what
you stated above with the way you use
“evaluation” in the lesson model?

23. … Debrief …

24. What did …
• The self-examination tell you about your use
of the 5E system?
• The mirroring of thoughts off a colleague tell
you about your use of the 5E system?
• Did any of your thoughts or preconceived
ideas change as a result of the sharing?
• Do you see the value of a system, like the 5E
system, for use in your classes?

25. FROM HERE ….. WHERE?

26. We are at a crossroads …

27. Where from here?
• Reflection! Reflection! Reflection!

28. References
• Dr. Jane A. Stallings, (1974) Allocated Time
Studies, recipient of the Ball State University
Teachers College Outstanding Alumni Award
Recipients, retired Dean, Texas A&M College
of Education, past Curriculum & Instruction
Chair, University of Houston