5Es Overview

8/13/2019 5Es Overview

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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 andindividual lessons. NASA eClips supports the 5E constructivist learning ccle, 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 personallyinvolved in the lesson, while preassessing prior understanding. &uring this e"perience, students firstencounter and identif the instructional tas'. &uring the ENGAGE stage, students ma'e connectionsbet!een past and present learning e"periences, setting the organi(ational ground !or' for upcomingactivities. NASA eClips are designed to ENGAGEstudents. Through discussions, the videos ma be usedto 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&' providingthem with a &han&e to build their own understanding. *n the E!"#$%AT($Nstage the students havethe 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 actsas a facilitator, providing materials and guiding the students+ focus. The students+ inquir process drives theinstruction during an e"ploration. Students are activel learning through inquirbased science instructionand engineering challenges. Emphasis is placed on# -uestioning, &ata Analsis and Critical Thin'ing. NASAeClips help students E!"#$%Ene! topics on their o!n. Through selfdesigned or guided e"plorationstudents ma'e hpotheses, 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(Nis 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 thereflective process. /nce students build their o!n understanding, the ma use NASA eClips to helpsummari(e or E!"#A(Ntheir o!n ideas. These segments introduce vocabular in conte"t and correct orredirect 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 inne! !as. NASA eClips segments help students E!TEN)and appl !hat the learned to ne! andunfamiliar situations.

E+A#ATE: The purpose for the E+A#AT($N stage is for both students and tea&hers to determinehow mu&h learning and understanding has ta*en pla&e.E+A#ATE, the final 0E0, is an ongoingdiagnostic process that allo!s the teacher to determine if the learner has attained understanding of conceptsand '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, studentintervie!s, portfolios, pro1ect and problembased learning products. 2ideo segments can be used todetermine students) depth of understanding. Students !ill be e"cited to demonstrate their understandingthrough 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 oger 3bee,developed the instructional model for constructivism, called the 06ive Es0. /ther models have been adapted


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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

DisclaimerThe e5logos appearing on this !ebsite are registered trade mar's protected b la! !hich areo!ned b the State of 2ictoria $&epartment of Education and Earl Childhood &evelopment%.

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

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 aboutthe concept/topic

What the Student Does
http://www.education.vic.gov.au/school/teachers/support/pages/e5.aspx?Redirect=1http://www.education.vic.gov.au/school/teachers/support/pages/e5.aspx?Redirect=1


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Asks questions such as !hy did this happen" !hat do # already knowabout 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.


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 whennecessary

,rovides time $or students to pu--le through problems

Acts as a consultant $or students


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 newconcepts and skills.


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


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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&plainingconcepts


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.


E&pects the students to use $ormal labels de$initions ande&planations provided previously

Encourages the students to apply or e&tend the concepts and skills innew situations

Reminds the students o$ alternative e&planations

Re$ers the students to e&isting data and evidence and asks3 !hat doyou already know" !hy do you think4" %trategies $rom E&ploreapply here also.0


Applies new labels de$initions e&planations and skills in new but

similar situations

(ses previous in$ormation to ask questions propose solutions makedecisions design e&periments

5raws reasonable conclusions $rom evidence

Records observations and e&planations

Checks $or understanding among peers


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Evaluate

%tudents assess their own knowledge skills and abilities. These lessons allow

teachers to evaluate students+ progress.


*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 orbehaviors

Allows students to access their own learning and group'process skills

Asks open'minded questions such as !hy do you think4" !hatevidence do you have" !hat do you know about it" 6ow would youe&plain it"


Answers open'ended questions by using observations evidence andpreviously 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: instructionalmodel based on constructivism: Engage,Explore, Explain, Elaborate, and Evaluate.
http://sd54.org/science/5es/http://enhancinged.wgbh.org/research/eeeee.htmlhttp://enhancinged.wgbh.org/research/eeeee.htmlhttp://enhancinged.wgbh.org/research/eeeee.htmlhttp://sd54.org/science/5es/http://enhancinged.wgbh.org/research/eeeee.htmlhttp://enhancinged.wgbh.org/research/eeeee.htmlhttp://enhancinged.wgbh.org/research/eeeee.html


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

The 5 E's is an instructional model based on the constructivist approach to learning, which saysthat learners build or construct new ideas on top of their old ideas. The 5 E's can be used withstudents 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 toexperience common activities, to use and build on prior knowledge and experience, to constructmeaning, 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 focusstudents' thinking on the learning outcomes of current activities. Students should becomementally 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. Theyidentify and develop concepts, processes, and skills. During this phase, students actively exploretheir 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 skillsor 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 themto practice skills and behaviors. Through new experiences, the learners develop deeper andbroader understanding of major concepts, obtain more information about areas of interest, andrefine their skills.Evaluate: This phase of the 5 E's encourages learners to assess their understanding and abilitiesand lets teachers evaluate students' understanding of key concepts and skil l development.

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5Es Overview