5Es Overview: The 5E instructional model

What is a 5E instructional model?

This model describes a teaching sequence that can be used for entire programs, specific units and individual lessons. NASA eClips supports the 5E constructivist learning c cle, helping students build their o!n understanding from e"periences and ne! ideas.

What are the 5Es?

The 5Es represent five stages of a sequence for teaching and learning# Engage, Explore, Explain, Extend $or Elaborate%, and Evaluate. ENGAGE: The purpose for the ENGAGE stage is to pique student interest and get them personally involved in the lesson, while pre assessing prior understanding. &uring this e"perience, students first encounter and identif the instructional tas'. &uring the ENGAGE stage, students ma'e connections bet!een past and present learning e"periences, setting the organi(ational ground !or' for upcoming activities. NASA eClips are designed to ENGAGE students. Through discussions, the videos ma be used to uncover students) prior understanding. The video format arouses students) curiosit and encourages them to as' their o!n questions. E!"#$%E: The purpose for the E!"#$%E stage is to get students involved in the topi&' providing them with a &han&e to build their own understanding. *n the E!"#$%AT($N stage the students have the opportunit to get directl involved !ith phenomena and materials. As the !or' together in teams, students build a set of common e"periences !hich prompts sharing and communicating. The teacher acts as a facilitator, providing materials and guiding the students+ focus. The students+ inquir process drives the instruction during an e"ploration. Students are activel learning through inquir ,based science instruction and engineering challenges. Emphasis is placed on# -uestioning, &ata Anal sis and Critical Thin'ing. NASA eClips help students E!"#$%E ne! topics on their o!n. Through self,designed or guided e"ploration students ma'e h potheses, test their o!n predictions, and dra! their o!n conclusions. E!"#A(N: The purpose for the E!"#A(N stage is to provide students with an opportunity to &ommuni&ate what they have learned so far and figure out what it means. E!"#A(N is the stage at !hich learners begin to communicate !hat the have learned. .anguage provides motivation for sequencing events into a logical format. Communication occurs bet!een peers, !ith the facilitator, and through the reflective process. /nce students build their o!n understanding, the ma use NASA eClips to help summari(e or E!"#A(N their o!n ideas. These segments introduce vocabular in conte"t and correct or redirect misconceptions. E!TEN): The purpose for the E!TEN) stage is to allow students to use their new *nowledge and &ontinue to explore its impli&ations. At this stage students e"pand on the concepts the have learned, ma'e connections to other related concepts, and appl their understandings to the !orld around them in ne! !a s. NASA eClips segments help students E!TEN)and appl !hat the learned to ne! and unfamiliar situations. E+A#,ATE: The purpose for the E+A#,AT($N stage is for both students and tea&hers to determine how mu&h learning and understanding has ta*en pla&e. E+A#,ATE , the final 0E0, is an on,going diagnostic process that allo!s the teacher to determine if the learner has attained understanding of concepts and 'no!ledge. Evaluation and assessment can occur at all points along the continuum of the instructional process. Some of the tools that assist in this diagnostic process are# rubrics, teacher observation, student intervie!s, portfolios, pro1ect and problem,based learning products. 2ideo segments can be used to determine students) depth of understanding. Students !ill be e"cited to demonstrate their understanding through 1ournals, dra!ings, models and performance tas's.

Who developed the 5E model?

The 3iological Science Curriculum Stud $3SCS%, a team led b 4rincipal *nvestigator 5oger 3 bee, developed the instructional model for constructivism, called the 06ive Es0. /ther models have been adapted

from this model including the 7E and 8E models.

What is constructivism?
Constructivism is a philosoph about learning that proposes learners need to build their o!n understanding of ne! ideas. T!o of the most prominent constructivist researchers are# -ean "iaget $stages of cognitive development% and.oward Gardner $multiple intelligences%.

http://enhancinged.wgbh.org/research/eeeee.html

The 5 E's
The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults. Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior nowledge and experience, to construct meaning, and to continually assess their understanding of a concept. Engage: This phase of the 5 E's starts the process. !n "engage" activity should do the following: ". $. #a e connections between past and present learning experiences !nticipate activities and focus students' thin ing on the learning outcomes of current activities. %tudents should become mentally engaged in the concept, process, or s ill to be learned.

Explore: This phase of the 5 E's provides students with a common base of experiences. They identify and develop concepts, processes, and s ills. &uring this phase, students actively explore their environment or manipulate materials. Explain: This phase of the 5 E's helps students explain the concepts they have been exploring. They have opportunities to verbali'e their conceptual understanding or to demonstrate new s ills or behaviors. This phase also provides opportunities for teachers to introduce formal terms, definitions, and explanations for concepts, processes, s ills, or behaviors. Elaborate: This phase of the 5 E's extends students' conceptual understanding and allows them to practice s ills and behaviors. Through new experiences, the learners develop deeper and broader understanding of ma(or concepts, obtain more information about areas of interest, and refine their s ills. Evaluate: This phase of the 5 E's encourages learners to assess their understanding and abilities and lets teachers evaluate students' understanding of ey concepts and s ill development.

)onstructivism is a learning strategy that draws on students' existing nowledge, beliefs, and s ills. *ith a constructivist approach, students synthesi'e new understanding from prior learning and new information. The constructivist teacher sets up problems and monitors student exploration, guides student in+uiry, and promotes new patterns of thin ing. *or ing mostly with raw data, primary sources, and interactive material, constructivist teaching as s students to wor with their own data and learn to direct their own explorations. ,ltimately, students begin to thin of learning as accumulated, evolving nowledge. )onstructivist approaches wor well with learners of all ages, including adults.

The e5 *nstructional 9odel

Teacher Support Resources > The e5 Instructional Model
The e5 *nstructional 9odel !as launched in :;;<. &eveloped and tested over => months, it is a reference point for school leaders and teachers to develop a deeper understanding of !hat constitutes high qualit teacher practice in the classroom.

1. Engage
&evelops shared norms &etermines readiness for learning Establishes learning goals &evelops metacognitive capacit

2. Explore
4rompts inquir Structures inquir 9aintains session momentum

3. Explain
4resents ne! content &evelops language and literac Strengthens connections

4. Elaborate
6acilitates substantive conversation Cultivates higher order thin'ing 9onitors progress

5. Evaluate
Assesses performance against standards 6acilitates student self assessment

Disclaimer
The e5 logos appearing on this !ebsite are registered trade mar's protected b la! !hich are o!ned b the State of 2ictoria $&epartment of Education and Earl Childhood &evelopment%.

http://www.education.vic.gov.au/school/teachers/support/pages/e5.aspx Redirect!"

Explore the 5 Es of Science

Engage
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. What the Teacher Does

Creates interest Generates curiosity Raises questions Elicits responses that uncover what the students know or think about the concept/topic

What the Student Does

Asks questions such as !hy did this happen" !hat do # already know about this" !hat can # $ind out about this" %hows interest in the topic

Explore
%tudents work with one another to e&plore ideas through hands'on activities. (nder the guidance o$ the teacher students clari$y their own understanding o$ ma)or concepts and skills. What the Teacher Does

Encourages the students to work together without direct instruction $rom the teacher *bserves and listens to the students as they interact Asks probing questions to redirect the students+ investigation when necessary ,rovides time $or students to pu--le through problems Acts as a consultant $or students

What the Student Does

Thinks $reely but within the limits o$ the activity Tests predictions and hypothesis .orms new predictions and hypotheses Tries alternatives and discusses them with others Records observations and ideas %uspends )udgment

Explain
%tudents e&plain their understanding o$ the concepts and processes they are learning. Teachers clari$y students+ understanding and introduce new concepts and skills. What the Teacher Does

Encourages the students to e&plain concepts and de$initions in their own words

Asks $or )usti$ication /evidence0 and clari$ication $rom students .ormally provides de$initions e&planations and new labels (ses students+ previous e&periences as the basis $or e&plaining concepts

What the Student Does

E&plains possible solutions or answers to others 1istens critically to one another+s e&planations 2uestions one another+s e&planations 1istens to and tries to comprehend e&planations the teacher o$$ers Re$ers to previous activities (ses recorded observation in e&planations

Elaborate
These lessons challenge students to apply what they have learned and build on the students+ understanding o$ concepts to e&tend their knowledge and skills. What the Teacher Does

E&pects the students to use $ormal labels de$initions and e&planations provided previously Encourages the students to apply or e&tend the concepts and skills in new situations Reminds the students o$ alternative e&planations Re$ers the students to e&isting data and evidence and asks3 !hat do you already know" !hy do you think4" /%trategies $rom E&plore apply here also.0

What the Student Does

Applies new labels de$initions e&planations and skills in new but similar situations (ses previous in$ormation to ask questions propose solutions make decisions design e&periments 5raws reasonable conclusions $rom evidence Records observations and e&planations Checks $or understanding among peers

Evaluate
%tudents assess their own knowledge skills and abilities. These lessons allow teachers to evaluate students+ progress. What the Teacher Does

*bserves the students as they apply new concepts and skills Accesses students+ knowledge and/or skills 1ooks $or evidence that the students have changed their thinking or behaviors Allows students to access their own learning and group'process skills Asks open'minded questions such as !hy do you think4" !hat evidence do you have" !hat do you know about it" 6ow would you e&plain it"

What the Student Does

Answers open'ended questions by using observations evidence and previously accepted e&planations 5emonstrates an understanding or knowledge o$ the concept or skill Evaluates his or her own progress and knowledge Asks related questions that would encourage $uture investigations

http://sd5#.org/science/5es/

Enhancing Education: The 5 E's: instructional model based on constructivism: Engage, Explore, Explain, Elaborate, and Evaluate.

From enhancinged.wgbh.org - June 25, 2012 11:42 AM

The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults. Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept. Engage: This phase of the 5 E's starts the process. An "engage" activity should do the following: Make connections between past and present learning experiences Anticipate 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. 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. 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. 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. 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.

http://www.scoop.it/t/lern$und$moderations$methoden$%ur$e$learning$e$ moderation/p/&'(""'(&("/enhancing$education$the$5$e$s$instructional$model$based$on$ constructivism$engage$explore$explain$elaborate$and$evaluate