1. Facilitated by Julie Armstrong, Sarah Brittain & Melissa Corps The e 5 Instructional Model was developed by the Department of Education and Early Childhood Development Published in Melbourne April 2009

2. On each table is a set of cards that have quotes from the e 5 Instructional Model document that was published in April 2009. Shuffle the cards and distribute them to the group on your table. Read your quote then introduce yourself to your table group and discuss the meaning of the quote to you.

3. ‘The e 5 instructional model signals that, as a system, we have recognised the need to reach agreement about what constitutes high quality instruction so we can describe what effective teachers do in the classroom to engage students in intellectually demanding work.’ Darrell Fraser Deputy Secretary Office of Government School Education e 5 instructional Model DEECD April 2009

4. Engage Explore Explain Elaborate Evaluate The origins of e 5 are on pages 1 and 2 of your handout.

5. e 5 has not been designed as a planning model (what is taught) but as a Teacher Instructional Model (how it is taught). It is not linear. A teacher needs to develop expertise in each of the Domains and apply that expertise at the point of need within any teaching program.

6. Engagement Exploration Explanation Elaboration Evaluation

7. EVALUATE EXPLORE EXPLAIN ELABORATE ENGAGE

8. Domains There are 14 Domains in VELS such as The Arts, Thinking Processes, Personal Learning etc. There are 5 Domains within e 5 – Evaluate, Explore etc. Levels There are 6 Levels in VELS (Prep to Year 10) There are 4 Levels of teacher capability in e 5

9. ‘A principle is a fundamental truth or proposition that serves as the foundation for a system of beliefs or behaviour or for a chain of reasoning.’ Oxford Dictionary of English PoLT provides many ways for teachers to deliver exemplary learning experiences to students. Possible links to PoLT have been provided against the Instructional Model Domains in your Workbook. PoLT component details are provided in your Handout on Pages 3 and 4.

10.  On pages 5 and 6, read through and highlight the following; 1 word 1 phrase 1 sentence Discuss with your colleagues.

11. ‘If you don’t know what good practice looks like and you can’t translate it into a common and shared language, improvement won’t happen.’ Richard Elmore The spotlight is directly on the teacher.

12. At each table there is a piece of butchers paper with a lolly and the name of one of the e5 Domains attached. You are to move to one of the tables with the lolly you chose when you sat down on arrival. There are to be no more than 5 people at each table.

13. Milko Chews: You are an outspoken extrovert with a propensity to develop obsessive, compulsive behaviours. A high achiever who works hard and gets results! Sherbie: You are a sensitive, highly intelligent individual with a bent towards Mathematics. You have excellent inter-personal skills and work well with people. Lives for the moment! Redskin: You are a joyful, happy and easygoing person who enjoys the outdoors. You are energetic and lively, often the life of the party. Minties: You have an excellent sense of humour and enjoy fine things. You are artistic and creative – an Excellent companion. Fantales: You are an introverted quiet achiever. You were the one voted ‘most likely to succeed’ at your Valedictory dinner!

14. Each group has been given a different coloured texta. Your task is to move around the room as a group and add any words that you connect with the e 5 Instructional Model Domains of:  Engage  Explore  Explain  Elaborate  Evaluate Hot Potato explanation on 7 of handout

15. Using the word splash created by the Hot Potato as a prompt, generate a paragraph that explains what teachers may be doing when they are instructing students within this Domain.

16. Swap your paragraph with one of the other teams working on the same Domain. Without altering the work on the page, write any questions or thoughts/suggestions you have about the paragraph they have written. Return it to the original group.

17. Looking in your workbook (page 8) compare the paragraph developed in the last activity group with the definition stated in the e 5 Instructional Model. Was there anything important that you missed? Pay particular attention to the teacher teacher capabilities.

18. If you have a red Domain card on your table can you please share the thinking that occurred when writing your definition and then comparing your definition with the general e 5 definition.

19. Reflection and metacognition are supported when journal writing. Read the scenario in the reflective journal provided and spend a few minutes reflecting on your answer. One of the teacher capabilities within the Engage Domain is to develop students’ metacognitive capacity. Writing in your journal is mirroring this process.

20. What were any ‘AHA’ moments you had about e 5 this morning? (2 minutes)

21.  Match the symbols in your group’s envelope with the e5 Domains and capabilities.  Pay attention to the language used to describe various teacher behaviours.  Share your ideas with the group at the next table. Explain why and how you made your decisions.

22. Once you are all in your corner form like VELS groups of no more than 4 members wherever possible. Specialist teachers, Administrative Leaders and Integration Aides to select a VELS level that you teach or associate with and join that group

23. You are going to become an expert in one domain. Read through each Level 4 Profile statement. As a group select three profile statements to focus on and put a star in each box Discuss and fill in each column for each selected Profile Statement

24. Turn to Page 9 of your handout. Read through each domain and the profile statements. Select a domain and a profile statement that reflects your strengths as a teacher. Be ready to share your thoughts in a group.

25. Considering it is a fresh start with a new group of students, how might the work we have just done on e5 impact on the way you interact with your grade? (2 minutes)