The e5 Instructional Model BSC ~ TPL TEAM 2010 evaluate engage elaborate explore explain TM

Who is involved? CAV: Nadia Cavallin –English/Humanities EVR: Warren Evert – PE FER: Karen Ferguson – Art HOU: Katherine Houston Humanities/English MUN: Megan Mundy – Science STG: Freddy Stringer –Maths XUJ: Jie Wei – LOTE (Chinese)

The e5 Instructional Model The Instructional Model emphasises what the teacher is doing in the classroom. A framework for structuring a sequence of lessons/unit of work consistent with a constructivist approach. Based on the premise that students learn best when allowed to work out explanations for themselves over time through a variety of learning experiences structured by the teacher.

Developed by Rodger Bybee, 1997 e5 Instructional Model Each letter represents a phase in a lesson or a unit of work . Developed by Rodger Bybee, 1997 4

The Phases of the e5 Instructional Model FOCUS: WHAT THE TEACHER DOES ENGAGE Engages students in the concept and elicit their prior knowledge Raises questions Elicits responses that uncover what the students know or think about the topic/concept EXPLORE Involves students in experiences to develop concept/s and discussing their experiences with peers/teacher Asks probing questions to redirect the students’ investigations when necessary Observes and listens to students as they interact EXPLAIN Develops explanations for experiences and representations of developing conceptual understanding Encourages the students to explain concepts and definitions in their own words Asks for justification/evidence and clarification from students Uses students’ previous experiences as basis for explaining concepts ELABORATE Extends understandings to a new context or make connections to additional concepts through a student-planned investigation Encourages students to apply or extend the concepts and skills in new situations Refers to students existing information and asks, ‘What do you already know?’ ‘What do you think...?’ EVALUATE Provides opportunities for students re-represent their understandings and reflect on, and review, their learning journey Assesses students’ knowledge and/or skills Allows students to assess their own learning and group-process skills Asks open ended questions, such as: ‘Why do you think...?’ ‘What evidence do you have?’ ‘What do you know about...?’ ‘How would you explain...?’

PHASE OF THE MODEL ASSESSMENT FOCUS ENGAGE Diagnostic (assessment for learning) e.g. Talking, Writing, Drawing, EXPLORE Formative (assessment for learning; assessment as learning) EXPLAIN e.g. Talking, Writing, Drawing, Reporting ELABORATE Summative (assessment of learning investigating outcomes) Formative (assessment as learning – student self analysis) EVALUATE Summative (assessment of learning - conceptual outcomes Formative (assessment as learning – metacognition)

The Phases of the e5 Instructional Model CRITICAL THINKING SKILLS SUGGESTED ACTIVITY THINKING TOOL CRITICAL THINKING SKILLS ENGAGE Demonstrating Reading Free writing Predicting Using numbers WUTUK WUK Brainstorming Concept Mapping White Hat Analysing Generating ideas Evaluating EXPLORE Perform an investigation Research, collect information Solve a problem 6 Thinking Hats Question Key/Question Matrix CAF OPV SCAMPER Applying Synthesing Expressing ideas Solving problems EXPLAIN Oral Presentation Making inferences Communicating Compare and Contrast KWLH APC KVI ELABORATE Problem solving Decision Making CPS Different Uses Key AGO EVALUATE Performance assessment Produce a product Portfolio Rubric Reflective Journal Entry PMI BAR

Question Analysis Form Ref: Developing Questioning Skills –Karron G Lewis Ph D Centre for Teaching Effectiveness Question Analysis Form Questions Knowledge Comprehension Application Analysis Synthesis Evaluation What hypothesis would you make? How would you solve the problem? What inference would you make? What is the name of the capital of Australia? What would happen to the pie if it were coked 5 minutes longer? What is the most significant scene in Hamlet? How would you find the area of a triangle having two sides that are equal (isosceles triangle)? X

The e5 Instructional Model QUESTIONING ‘A Teacher who relies only on instruction, who forestalls students’ questions or who answers them too quickly, instead of asking the further questions which will set students on their way to their own solution will disincline students to learn.’ (Plowden Report 1967, p195)