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Presentation1 e5

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Explanation of E5
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E5 Instructional model 2 1 3 4 5 ‘I am your student, help me learn.’
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Page 1: Presentation1 e5

E5 Instructional model21

3

4

5 ‘I am your student, help me learn.’

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1. Origins of E52. E5 Context3. The model.

Presentation Outline

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Origins of e5 An instructional model is the broadest level of instructional practice and provides a philosophical view of instruction.

Johann Herbart (1776-1841) a German philosopher, psychologist and founder of pedagogy as an academic discipline, developed an instructional model with four steps:•Preparation - The teacher brings prior experience to students' awareness.•Presentation- The teacher introduces new experiences and makes connections to prior experiences•Generalisation – The teacher explains ideas and develops concepts for the students •Application – The teacher provides experiences where the students demonstrate their understanding by applying concepts in new contexts.

In the 1930's John Dewey (1859 – 1952) an American philosopher, psychologist and educational reformer developed an instructional model that included:•Sensing a perplexing situation•Clarifying the problem•Formulating an hypothesis•Testing the hypothesis•Revising tests•Acting on solutions

In 1962 J. Myron Atkin and Robert Karplus, science educators published a paper on a 'guided discovery' approach that was used in the Science Curriculum Improvement Study (SCIS). This cycle used terms such as exploration, invention and discovery which were later modified to exploration, term introduction and concept application.

The Biological Sciences Curriculum Study (BSCS) 5E Instructional Model was developed in America in the 1980'sand consists of the following phases:•Engagement•Exploration•Explanation•Elaboration•Evaluation An executive summary of this model can be found at: http://mickelson.nsta.org/ (PDF)

Based on the preceding work of the 5E model, in April 2009the Department of Education and Early Childhood Development in Victoria, released the e5 Instructional Model. This model is intended to support teachers in Victorian state schools when developing purposeful teaching. More information about The Blueprint for Government Schools in Victoria and the Effective Schools Model and is available at: http://www.education.vic.gov.auThe e5 Instructional Model provides a common language for educators to assist with defining quality instruction. The phases of the e5 model are:•Engage•Explore•Explain•Elaborate •Evaluate

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E5 Context

• Support teachers when developing purposeful teaching.

• Need for lesson/unit planning skills.

• Meet the goals of the School Strategic Plan.

• Engagement with DEECD initiatives.

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E5 Instructional model

“A framework to inform conversations and guide the observation, critique and reflection of classroom practice.” (D. Fraser)

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• E5 should not be seen as something new. It is simply a structure for describing and articulating what good teachers already do.

Instructional model

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VELS

Assessment

POLT

P & D

Culture

E5

UltranetDifferentiated

Learning

Regions

Annual Plan

Principles of effective PL

T.P.L. Coaches

E5 needs to be seen as another part of the puzzle. NOT A REPLACEMENT FOR FAILED INITIATIVES OR THE NEXT FAD.

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E5 is one of a suite of complementary models including Backwards Design, Inquiry learning, Rich tasks, Problem Based learning.

Interpretation and use of the E5 model should be able to be flexible and adaptable and adoptable.

E5 Instructional model

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One of many models

Instructional Models

E5

Backward DesignInquiry Le

arning

EngageExploreExplainElaborateEvaluate

Question

PlanResearchAnalysePresentReflect

Identify GoalsIdentify AssessmentPlan learning

ImmersionPetite InquiriesRich task

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E5 Instructional model

Models what teachers do in classrooms

Could be used as a framework for:• A unit of work• A series of lessons• Any one lesson

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The teacher or a curriculum task accesses the learners’ prior knowledge and helps them become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students’ thinking toward the learning outcomes ofcurrent activities.

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Exploration experiences provide students with a common base of activities within which current concepts (i.e., misconceptions), processes, and skills are identified and conceptual change is facilitated. Learners may complete activities that help them use prior knowledge to generate new ideas, explorequestions and possibilities.

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The explanation phase focuses students’ attention on a particular aspect of their engagement and exploration experiences and provides opportunities to demonstrate their conceptual understanding, process skills, or behaviours. This phase also provides opportunities for teachers to directly introduce a concept, process, or skill. Learners explain their understanding of the concept. An explanation from the teacher or the curriculum may guide them toward a deeper understanding, which is a critical part of this phase.

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Teachers challenge and extend students’ conceptual understanding and skills.Through new experiences, the students develop adeeper and broader understanding, gain more information, and develop adequate skills. Students apply their understanding of the concept by conducting additional activities.

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The evaluation phase encourages students to assess their understanding and abilities and provides opportunities for teachers to evaluate studentprogress toward achieving the educational objectives.

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Summary of E5 Domains and capabilities.

•Develops shared Norms

•Determines readiness for learning

•Establishes learning Goals

•Develops meta-cognitive capacity

•Prompts Inquiry

•Structures Inquiry

•Maintains Session momentum

•Presents new content

•Develops language and literacy

•Strengthens connections•Facilitates substantive conversation

•Cultivates Higher Order thinking

•Monitors progress

•Assesses performance against standards

•Facilitates student self assessment

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E5 – An Instructional Model The E5 Instructional Model is a framework for purposeful teaching and describes the interactions that take place within a classroom between the teacher, the student and the content using five descriptors‐


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