e5 – An Instructional Model in a P-6 Mathematics classroom Andrea Hillbrick

Overview of the session: Explore the domains of ‘explain and elaborate’ in the context of an effective P-6 mathematics program. Share examples to gain a shared understanding of the increasing proficiency of instruction with the e5 model. Model strategies of how you can use the e5 model as a coach.

The teacher: Provides opportunities for students to demonstrate their current level of understanding through verbal and non verbal means.

The teacher: Explicitly teaches relevant knowledge, concepts and skills. Presents content in multiple ways.

The teacher: Provides strategies to enable students to connect and organise their new and existing knowledge.

The teacher: Assists students to represent their ideas, using language and images to engage them in reading, writing, speaking and listening and viewing.

The teacher: Explicitly teaches the language of the discipline.

The teacher: Progressively assesses students’ understanding and structure opportunities for students to practise new skills.

The teacher: Engages students in dialogue, continuously extending and refining students’ understanding.

Discuss findings, strategies or solutions. Raise new challenges. Provide explicit feedback. Address the key mathematical idea. Make connections to a previous experience. Share Time:

The teacher: Support students to identify and define relationships between concepts and to generate principles or rules.

The teacher: Selects contexts from familiar to unfamiliar, which progressively build the students ability to transfer and generalise their learning.

The teacher: Supports students to create and test hypotheses and to make and justify decisions.

Working mathematically:

The teacher: Monitor student understanding, providing explicit feedback and adjusting instruction accordingly.

What word would you add to the Scrabble board?

Researching Teaching Approaches in Primary Schools:

Project Overview: A project to identify effective classroom teaching approaches in mathematics for primary school students in a range of Victorian schools. The project was conducted in partnership with a research team from RMIT University from September 2001 to April The major outcome of this research is the identification, description and elaboration of twelve scaffolding practices that contribute to improved student learning outcomes.

Excavating Modelling Collaborating Guiding Convince Me Noticing Focussing Probing Orienting Reflecting/Reviewing Extending Apprenticing

Is there a relationship between the twelve scaffolding practices and the domains ‘explain and elaborate’?

Zone of Relevance What is the best focus to introduce e5? In pairs, consider capabilities of the domains – explain and elaborate. Use two different colours to record.

Let’s match your best focus with a strategy.

Gallery Walk Artefacts Box Action Research Project Paper Bag Report Weekly planner to consider the opportunities for e5. Adding the e5 model to your coaching sheet.