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What are the 5Es? The 5Es represent five stages of a sequence for teaching and learning: Engage, Explore, Explain, Extend (or Elaborate ), and Evaluate.

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Presentation on theme: "What are the 5Es? The 5Es represent five stages of a sequence for teaching and learning: Engage, Explore, Explain, Extend (or Elaborate ), and Evaluate."— Presentation transcript:

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2 What are the 5Es? The 5Es represent five stages of a sequence for teaching and learning: Engage, Explore, Explain, Extend (or Elaborate ), and Evaluate. The purpose for the ENGAGE stage is to pique student interest and get them personally involved in the lesson, while pre- assessing prior understanding TEACHER  Creates interest / Generates curiosity  Raises questions /Elicits responses that uncover what the students know or think about the concept/topic./ assess prior knowledge.  Demonstration / Reading / Free Write/ Analyze a Graphic Organizer / KWL Brainstorming STUDENT  Asks questions, such as Why did this happen? What do I already know about this? What can I find out about this?  Shows interest in the topic The purpose for the EXPLAIN stage is to provide students with an opportunity to communicate what they have learned so far and figure out what it means TEACHER  Teacher Explanation / Encourages the students to explain concepts and definitions in their own words  Supporting Ideas with Evidence  Structured Questioning / Reading and Discussion  Thinking Skill Activities: compare, classify, error analysis STUDENT  Analyze their exploration. / Explains possible solutions or answers to others  Listens critically to one another’s explanations / Questions one another’s explanations  Listens to and tries to comprehend explanations the teacher offers / Refers to previous activities / Uses recorded observation in explanations. The purpose for the EXPLORE stage is to get students involved in the topic; providing them with a chance to build their own understanding TEACHER  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 / Observes and listens to the students as they interact / Asks probing questions to redirect the students’ investigation when necessary  Provides time for students to puzzle through problems / Acts as a consultant for students STUDENT  Thinks freely, but within the limits of the activity / Tests predictions and hypothesis  Forms new predictions and hypotheses  Tries alternatives and discusses them with others / Records observations and ideas / Suspends judgment Department of Mathematics and Science

3 The purpose for the EVALUATION stage is for both students and teachers to determine how much learning and understanding has taken place TEACHER  Evaluate any of the Previous Activities  Develop a Scoring Tool or Rubric  Performance Assessment / Produce a Product  Journal Entry / Portfolio / Observes the students as they apply new concepts and skills /  Looks for evidence – changes in students ‘ thinking or behaviors.  Asks open-minded questions, such as Why do you think…? What evidence do you have? What do you know about it? How would you explain it? STUDENT  Demonstrates an understanding or knowledge of concepts and skills  Answers open-ended questions by using observations, evidence, and previously accepted explanations. / Evaluates his or her own progress and knowledge.  Asks related questions that would encourage future investigations. / Provides reasonable responses and explanations to events or phenomena. The purpose for the ELABORATE/ EXTEND stage is to allow students to use their new knowledge and continue to explore its implications TEACHER  Problem Solving / Decision Making  Experimental Inquiry  Thinking Skill Activities: compare, classify, apply / makes open suggestions  Expects the students to use formal labels, definitions, and explanations provided previously. STUDENT  Performs new related tasks / Resolves conflicts / Plans and carries out new project / Asks new questions / Seeks further clarification  Applies new knowledge -thinking to a real- world situation / Uses previous information to ask questions, propose solutions, make decisions, design experiments / Draws reasonable conclusions from evidence / Records observations and explanations / Checks for understanding among peers ENGAGE EXPLORE EXPLAIN EXTEND EVALUATE 5 E’s ofScience

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5 Science 5 E’s Instructional Model ( Compared to the Workshop Model) Sample Day 1 Engage Explore Closing to assess learning and summarize Opening to review and preview Opening/Mini-lesson Work Session Closing Department of Mathematics and Science

6 Science 5 E’s Instructional Model Sample Day 2 Explore Closing to assess learning and summarize Opening to review and preview Department of Mathematics and Science

7 Science 5 E’s Instructional Model Sample Day 3 Closing to assess learning and summarize Opening to review and preview Explore Explain Department of Mathematics and Science

8 Science 5 E’s Instructional Model Sample Day 4 Opening to review and preview Explain Extend Closing to assess learning and summarize Department of Mathematics and Science

9 Science 5 E’s Instructional Model Sample Day 5 Extend Opening to review and preview Evaluate Closing to summarize Department of Mathematics and Science

10 Sample Five E Lesson Plan

11 Five ’s Instructional Strategy The Five E Model is one way to prioritize student involvement in their own learning (both in terms of physical activity and active construction of understandings) This model is a version of a “learning cycle” This Five E’s learning cycle suggests the design and implementation of lessons to activate prior knowledge, shape the formation of new knowledge, and provide opportunities to use the new knowledge.


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