Engage!

Sing along Let us e5 you! To Robbie Williams ‘Let me entertain you’

Let us e5 you! CFS’ gone and VELS's here A National Curriculum left for you to fear Shake your heads come over here Now scream Were all budding educators I’m everything I used to be e5’s my rock of empathy, my dear So come on join us, e5 yeah Join us e5 yeah

Life's too short for you to doubt So grab yourself the black book Heaven knows your over it Mon cher Separate your explore from explain Come and sing a different song The kettle's on so don't be long e5

So come on join us e5 yeah! Join us,e5 yeah!

Look it up on the education pages It will be your rock of ages Your see through fads and educations crazy phrases yeah Little Bo Peep has lost his sheep He opened the black book and fell asleep The book is black, e5 is sweet, my dear Your mind gets burned with the e5 habits you'll learn But we're the generation that's got to be heard We’re excited, pumped, teachers and ours school's are ready You're not going to end up not knowing e5

So come on join us e5 yeah Join us e5 yeah Join us e5 yeah It may be good it may be outta sight e5 is here so come around today Here is the place where e5 will grow You gotta engage before you can explore So come on Join us e5 yeah Join us e5 yeah So come on Join us e5 yeah Join us, e5, yeah Come on come on come on come on

Why Are We Here? A double-barred reason Schools needed an opportunity to have some time to implement e5 and teacher professional leave gives time and money for that to happen 2.School and regional data has shown that writing is an area needing significant improvement...

Learning Intention Today we are developing a shared understanding of the e5 model by familiarising ourselves with the language and beginning to explore how it relates to our practice in the classroom.

Where Are You? FEEDBACK WALL and KWL THINK about how you are feeling about the e5 journey you are about to embark on. PLACE MAT

We encourage you to jot down and record any ideas and thoughts you may have on your place mat. KWL FEEDBACK WALL - done at the beginning and at the end. Use two different coloured sticky notes for pre test and post test – no names, just stick note on 1 = know nothing 10 = know everything about e5 Anyone prepared to share where they are at or how they have used e5. THINK about e5 Think of a word to describe how you are feeling about e5 at this stage. There is a catch it must start with ‘e’. I am feeling excited exhausted etc. Start with the youngest person on your table and move to the right. Share with the group. Can we type the ‘e’ words into a wordle as we go around the room.

Explain Purpose of e5 The e5 Instructional Model emphasises what the teachers are doing in the classroom in order for high quality learning to occur. Purpose: School improvement Build teacher capacity Provide a common language for describing classroom instruction Provide a focus for classroom observations and associated conversations Provide a focus for professional learning 13

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

Instructional model 5 Domains – 5 phases of instruction Capabilities – what teacher needs to perform effectively, given the nature of the domain Profiles – descriptions of instructional practice for each domain ordered in terms of increasing ability/proficiency

e5 Model Engage Explore Explain Elaborate Evaluate IN THE CLASSROOM Left Hand Door PREPARING FOR THE CLASSROOM DRAWING ON WHAT YOU KNOW Right Hand Door SUBSEQUENT TO THE CLASSROOM REFLECTING ON WHAT YOU KNOW NOW 17

LEFT DOOR PREPARING FOR THE CLASSROOM DRAWING ON WHAT YOU KNOW Pedagogical knowledge Pedagogical content knowledge Disciplinary knowledge Knowledge of the learner & context Curriculum framework Instructional design and strategies Instructional methods and skills 18

RIGHT DOOR SUBSEQUENT TO THE CASSROOM REFLECTING ON WHAT YOU KNOW Reflecting on practice Providing feedback and assessing work submitted Considering new knowledge of learners to inform the next stage of instruction Moderating student work with colleagues. 19

e5 should not be seen as something new. It is simply a structure for describing and articulating what good teachers already do. Instructional Model

E5 Instructional model Other models of common language: Effective Schools Model Developmental Learning Framework for School Leaders Principles of Highly Effective Professional Learning Principles of Learning and Teaching

Assisting school leaders and teachers develop a shared understanding of how to improve classroom practice. Models what teachers do in classrooms. Could be used as a framework for: A unit of work A series of lessons Any one lesson Instructional model

VELS Assessment POLT P & D Culture E5 Ultranet Differentiated Learning Regions Annual Plan Principles of effective PL T.P.L. Coaches

Jigsaw

Engage

Explore

Explain

Elaborate

Evaluate

Deeper Knowledge Jigsaw

Engage Capabilities - Develops shared norms - Determines readiness for learning - Establishes learning goals - Develops metacognitive capacity The teacher fosters positive relations with and between students and develops shared expectations for learning and interacting. They stimulate interest and curiosity, promote questioning and connect learning to real world experiences The teacher structures tasks, elicits students’ prior knowledge and supports them to make connections to past learning experiences. They present a purpose for learning, determining challenging learning goals and making assessment and performance requirement clear.

Explore Capabilities - Prompts inquiry Structures inquiry - Maintains session momentum The teacher presents challenging tasks to support students to generate and investigate questions, gather relevant information and develop ideas. They provide tools and procedures for students to organise information and ideas. The teacher identifies students, conceptions and challenges misconceptions. They assist students to expand their perspectives and reflect on their learning. The teacher is mindful of the learning requirements of the task, attentive to students’ responses and intervenes accordingly.

Explain Capabilities - Presents new content - Develops language and literacy - Strengthens connections The teacher provides opportunities for students to demonstrate their current level of understanding through verbal and non-verbal means. They explicitly teach relevant knowledge, concepts and skills. This content is represented in multiple ways. The teacher provides strategies to enable students to connect and organise new and existing knowledge. They assist students to represent their ideas, using language and images to engage them in reading, writing, speaking, listening and viewing. The teacher explicitly teachers the language of the discipline They progressively assess students’ understanding and structure opportunities for students to practise new skills.

Elaborate Capabilities - Facilitates substantive conversation - Cultivates higher order thinking Monitors progress The teacher engages students in dialogue, continuously, extending and refining students’ understanding. They support students to identify and define relationships between concepts and to generate principles or rules. The teacher selects contexts from familiar to unfamiliar, which progressively build the students’ ability to transfer and generalise their learning. The teacher supports students to create and test hypotheses and to make and justify decisions. They monitor student understanding, providing explicit feedback, and adjusting instruction accordingly.

Evaluate Capabilities - Assesses performance against standards -Facilitates student self assessment The teacher supports students to continuously refine and improve their work using assessment criteria in preparation for a performance of understanding. They integrate evidence from each phase, formally recording students against learning goals. The teacher provides feedback and assists students to evaluate their progress and achievements. They support students to reflect on their learning processes and the impact of effort on achievement. The teacher guides students to identify future learning goals.

The e5 chart

Explore The e5 chart Identify links between this activity and the e5 Instructional Model: - Domains - Capabilities - Profile Statements THINK: With a partner identify one Capability of common interest PAIR: Together track the development of the capability through the Profile Statements Levels 1  4 Record on the A3 “Tracking Capabilities” worksheet SHARE: Share your thoughts on this process around the table– have there been different Capabilities identified? Make a “Capability Wall” with everyone’s A3 sheets 37

Capabilities & Profile Statements To illustrate how a capability develops over the levels as skills develop we will have a quick look at just one Domain in more detail We are focusing on EXPLAIN (this is the focus of our TPL Project) Each table works on a different level We are going to identify where in the Profile Statement that capability appears For example, for Level 1, highlight ‘Presents New Content’, then using the same colour highlight where it appears in the profile statement

SELF EVALUATION Look around the room, the five domains are spread out.....think about your skills as a teacher and move to the domain that you feel MOST confident in....why?

SELF EVALUATION Now think about your teaching skills and move to the domain that you feel LEAST confident in....why?

OUR PROJECT! Our team will have each Monday working together for the first three terms Our research question is....how can we develop a shared understanding of best practice in teaching writing across our three schools using e can we create the perfect writing lesson?? We have to end up with an ARTEFACT to share on the WWW – something that will be of use to other schools and teachers This is a TEAM PROJECT We’ll be running some shared PD, looking for volunteers to join us in lesson studies and peers observations with lots of support from us ALL schools will have the implementation of e5 in their AIP’s and many of you will have an e5 focus when preparing your performance development plan – this is a great chance to get on board early

©G.Henchel 2009 Student at the Centre