The document describes the E5 instructional model, which provides a framework for purposeful teaching through five phases: Engage, Explore, Explain, Elaborate, and Evaluate. It evolved from previous instructional models developed in the 1930s-1980s and was released by the Department of Education and Early Childhood Development in Victoria, Australia in 2009 to support lesson and unit planning. The phases involve accessing prior knowledge, hands-on exploration, direct instruction, extending understanding, and assessing learning.

1. E5 Instructional modelExplore2Engage13EvaluateExplain5‘I am your student, help me learn.’ Elaborate4

2. Presentation OutlineOrigins of E5E5 ContextThe model.

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:Preparation - The teacher brings prior experience to students' 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.In the 1930's John Dewey (1859 – 1952) an American philosopher, psychologist and educational reformer developed an instructional model that included:Sensing a perplexing situation

7. Clarifying the problem

8. Formulating an hypothesis

9. Testing the hypothesis

10. Revising tests

11. Acting on solutionsIn 1962 J. Myron Atkin and Robert Karplus, science educators published a paper on a 'guided discovery' 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. The Biological Sciences Curriculum Study (BSCS) 5E Instructional Model was developed in America in the 1980'sand consists of the following phases:Engagement

12. Exploration

13. Explanation

14. Elaboration

15. Evaluation An executive summary of this model can be found at: http://mickelson.nsta.org/ (PDF)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: http://www.education.vic.gov.auThe e5Instructional Model provides a common language for educators to assist with defining quality instruction. The phases of the e5 model are:Engage

16. Explore

17. Explain

18. Elaborate

19. EvaluateE5 ContextSupport teachers when developing purposeful teaching.Need for lesson/unit planning skills.Meet the goals of the School Strategic Plan.Engagement with DEECD initiatives.

20. E5 Instructional model“A framework to inform conversations and guide the observation, critique and reflection of classroom practice.” (D. Fraser)

21. Instructional modelE5 should not be seen as something new. It is simply a structure for describing and articulating what good teachers already do.VELSRegionsE5POLTP & D CultureDifferentiatedLearningUltranetAssessmentAnnual PlanPrinciples of effective PL E5 needs to be seen as another part of the puzzle. NOT A REPLACEMENT FOR FAILED INITIATIVES OR THE NEXT FAD.CoachesT.P.L.

22. E5 Instructional modelE5 is one of a suite of complementary models including Backwards Design, Inquiry learning, Rich tasks, Problem Based learning.Interpretation and use of the E5 model should be able to be flexible and adaptable and adoptable.

23. One of many models

24. E5 Instructional modelModels what teachers do in classroomsCould be used as a framework for:A unit of workA series of lessonsAny one lesson

25. Engage.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. The activity should makeconnections between past and present learning experiences, expose priorconceptions, and organize students’ thinking toward the learning outcomes ofcurrent activities.

26. Explore. Exploration experiences provide students with a common base of activities within which current concepts (i.e., misconceptions), processes, and skills areidentified and conceptual change is facilitated. Learners may completeactivities that help them use prior knowledge to generate new ideas, explorequestions and possibilities.

27. The explanation phase focuses students’attention on a particular aspect of theirengagement and exploration experiences and provides opportunities todemonstrate their conceptual understanding, process skills, or behaviours. Thisphase also provides opportunities for teachers to directly introduce a concept,process, or skill. Learners explain their understanding of the concept. Anexplanation from the teacher or the curriculum may guide them toward a deeperunderstanding, which is a critical part of this phase.Explain.

28. Elaborate.Teachers challenge and extend students’ conceptual understanding and skills.Through new experiences, the students develop adeeper and broaderunderstanding, gain moreinformation, and develop adequate skills. Students apply theirunderstanding of the concept by conductingadditional activities.

29. Evaluate.The evaluation phase encourages students to assess their understanding and abilities and provides opportunitiesfor teachers to evaluate studentprogresstoward achieving the educational objectives.

30. Summary of E5 Domains and capabilities.EngageDevelops 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 momentumExplorePresents new content

37. Develops language and literacy

38. Strengthens connectionsExplainFacilitates substantive conversation

39. Cultivates Higher Order thinking

40. Monitors progressElaborateAssesses performance against standards

41. Facilitates student self assessmentEvaluate

42. E5 – An Instructional Model 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‐ EngageExploreExplainElaborateEvaluate