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Day 1

Reported by Rainiel Victor M. Crisologo

Under the supervision of Teresita Jaraplasan, Ed. D

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/Extend, 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.

Constructivism is a learning strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information. The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking.

Working mostly with raw data, primary sources, and interactive material, constructivist teaching asks students to work with their own data and learn to direct their own explorations. Ultimately, students begin to think of learning as accumulated, evolving knowledge. Constructivist approaches work well learners of all ages, including adults. with






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. Activity which will focus students attention, stimulate their thinking, and access prior knowledge.

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. Activity which gives students time to think and investigate/test/make decision/problem solve, and collect information.

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

Activity which allows students to analyze their exploration. Students understanding is clarified and modified through a reflective activity.

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. Activity which expands and solidifies students thinking and/or apply it to a real-world situation.

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. Activity which allows the teachers to asses student performance and/or undestanding of concepts, skills, processes, and applications. Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness.

Suggested Activities of 5 Es Teacher-Pupil Learning Relationships

Suggested Activities

Demonstration Reading Free Writing Analyze a Graphic Organizer KWL (Know-What-Learn) Brainstorming

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

Asks questions such as,Why did it happen? What do I already know about this? What have I found out about this? Shows Interest in the topic.
What the Pupil does?

What the Teacher does?

Suggested Activities

Perform an Investigation Read Authentic Resources to Collect Information Solve a Problem Construct a Model

Encourages the students to work together without direct instruction from the teacher. Observe and listens to the students as they interact. Ask probing questions to redirect the students investigation when necessary

Thinks freely but within the limits of the activity. Tests predictions and hypotheses. Forms new predictions and hypotheses. Tries alternatives and discusses them with others. Records observation and ideas What the Pupil does?

What the Teacher does?

Suggested Activities

Student Analysis and Explanation Supporting Ideas and Evidence Structured Questioning Reading and Discussion Teacher Explanation Thinking Skill Activities: compare, classify error analysis

Encourages the students to explain concepts and definitions in their own words. Ask for justification (evidence) and clarification from students. Formally provides definitions, explanations and new labels. Uses students previous experiences as basis for explaining concepts.

Explains possible solutions or answer to others. Listens to other explanations Questions others explanations. Listens to and tries to comprehend explanations the teacher offers. Refers to previous activities. Uses recorded observations in explanations.

What the teacher does?

What the pupil does?

Suggested Activities

Problem Solving Decision Making Experimental Inquiry Thinking Skill Activities: compare, classify and apply

Expects the students to use formal labels, definitions, and explanations provided previously. Encourages the students to apply or extend the concepts and skills in new situations Reminds the students of alternative explanations. Refers the students to existing data and evidence and asks, What do you already know? Why do you think? Strategies from Explore apply here also.
What the teacher does?

Applies new labels, definitions, explanations and skills in new, but similar situations. Uses previous information to ask questions, propose solutions, make decisions, and design experiments. Draws reasonable conclusions from evidence. Records observations and explanations. Checks for understandings among peers.
What the pupil does?

Suggested Activities

Any of the Previous Activities Develop a Scoring Tool Rubric Test Performance Assessment Produce a Product Journal Entry and Portfolio

Observes the pupils as they apply new concepts and skills Assesses pupils knowledge and/or skills. Looks for evidence that the students have changed their thinking or behaviors. 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 x? How would you explain x?
What the teacher does?

Answers open-ended questions by using observations, evidence, previously accepted explanations. Demonstrate an understanding or knowledge of the concept or skill. Evaluates his or her own progress and knowledge. Ask related questions that would encourage future investigations.
What the pupil does?