"5 E's" instructional model
Constructivism. The philosophy about learning, that proposes learners need to build their own
understanding of new ideas, has been labeled constructivism. Much has been researched and written by
many eminent leaders in the fields of learning theory and cognition. Scholars such as Jean Piaget, Eleanor
Duckworth, George Hein, and Howard Gardener have explored these ideas in-depth. The Biological
Science Curriculum Study (BSCS), a team whose Principal Investigator is Roger Bybee developed an
instructional model for constructivism, called the "Five Es".
Briefly, this learning approach as it relates to science can be summarized as follows: Learning something
new, or attempting to understand something familiar in greater depth, is not a linear process. In trying to
make sense of things we use both our prior experience and the first-hand knowledge gained from new
explorations. Initially, our curiosity about a science topic is stirred, as we are stimulated by some
intriguing phenomena, such as a rainbow, we've noticed. We poke, probe, inquire about and explore this
phenomena until it becomes less mysterious. As we begin to investigate new ideas we can put together
bits and pieces of prior explorations that seem to fit our understanding of the phenomena under present
investigation. In the case of the rainbow, for example, we may realize that there is an association between
sunlight and water vapor. Piece by piece we build knowledge. Sometimes when the pieces don't fit
together, we must break down old ideas and reconstruct them. (Following a rainbow to find a pot of gold
doesn't work easily!) We extend our conceptual understanding through discussions and creative efforts.
We validate our theories as we solve problems. In our rainbow example, we may realize that if we
position ourselves properly, we can create a rainbow by spraying a water hose in sunlight. The clarity
we've gained in understanding a concept gives us the ability to apply this understanding to new situations
and new mysteries. It is a continuous and a very individual process. We bring to each learning experience
our developmental level, our personal story and our personal style.
It is up to the teacher to facilitate the constructivistic learning process. The structure of the learning
environment should promote opportunities and events that encourage and support the building of
understanding.
We have used an adaptation of BSCS's model to introduce the pH factor. Our instructional model is called
the "Seven Es". Investigations and activities are included under the headings of each E. They are
presented to be taught either in sequence or independently, at the teacher's discretion. Each investigation
is designed to stand on its own and be introduced when deemed appropriate.
A convenient format to view constructivism has been defined by Biological Science Curriculum Study
(BSCS). In this models the process is explained by employing five "E"'s. They are: Engage, Explore,
Explain, Elaborate and Evaluate.
Engage. In the stage Engage, the students first encounter and identify the instructional task. Here they
make connections between past and present learning experiences, lay the organizational ground work for
the activities ahead and stimulate their involvement in the anticipation of these activities. Asking a
question, defining a problem, showing a surprising event and acting out a problematic situation are all
ways to engage the students and focus them on the instructional tasks. If we were to make an analogy to
the world of marketing a product, at first we need to grab the customer's attention. We won't have their
attention unless they have a need to buy the product. They may be unaware of a need, and in this case we
are motivated to create a need.
Explore. In the Exploration stage the students have the opportunity to get directly involved
with phenomena and materials. Involving themselves in these activities they develop a grounding of
experience with the phenomenon. As they work together in teams, students build a base of common
experience which assists them in the process of sharing and communicating. The teacher acts as a
facilitator, providing materials and guiding the students' focus. The students' inquiry process drives the
instruction during an exploration.
Explain. The third stage, Explain, is the point at which the learner begins to put the abstract experience
through which she/he has gone /into a communicable form. Language provides motivation for sequencing
events into a logical format. Communication occurs between peers, the facilitator, or within the learner
himself. Working in groups, learners support each other's understanding as they articulate their
observations, ideas, questions and hypotheses. Language provides a tool of communicable labels. These
labels, applied to elements of abstract exploration, give the learner a means of sharing these explorations.
Explanations from the facilitator can provide names that correspond to historical and standard language,
for student findings and events. For example a child, through her exploration, may state they have noticed
that a magnet has a tendency to "stick" to a certain metallic object. The facilitator, in her discussion with
the child, might at this stage introduce terminology referring to "an attracting force". Introducing labels,
after the child has had a direct experience, is far more meaningful than before that experience. The
experiential base she has built offers the student an attachment place for the label. Common language
enhances the sharing and communication between facilitator and students. The facilitator can determine
levels of understanding and possible misconceptions. Created works such as writing, drawing, video, or
tape recordings are communications that provide recorded evidence of the learner's development, progress
and growth.
Elaborate. In stage four, Elaborate, the students expand on the concepts they have learned, make
connections to other related concepts, and apply their understandings to the world around them. For
example, while exploring light phenomena, a learner constructs an understanding of the path light travels
through space. Examining a lamp post, she may notice that the shadow of the post changes its location as
the day grows later. This observation can lead to further inquiry as to possible connections between the
shadow's changing location and the changes in direction of the light source, the Sun. Applications to real
world events, such as where to plant flowers so that they receive sunlight most of the day, or how to prop
up a beach umbrella for shade from the Sun, are both extensions and applications of the concept that light
travels in a straight path. These connections often lead to further inquiry and new understandings.
Evaluate. Evaluate, the fifth "E", is an on-going diagnostic process that allows the teacher to determine if
the learner has attained understanding of concepts and knowledge. 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 (quantified and prioritized outcome expectations) determined hand-in-hand
with the lesson design, teacher observation structured by checklists, student interviews, portfolios
designed with specific purposes, project and problem-based learning products, and embedded
assessments. Concrete evidence of the learning proceed is most valuable in communications between
students, teachers, parents and administrators. Displays of attainment and progress enhance understanding
for all parties involved in the educational process, and can become jumping off points for further
enrichment of the students' education. These evidences of learning serve to guide the teacher in further
lesson planning and may signal the need for modification and change of direction. For example, if a
teacher perceives clear evidence of misconception, then he/she can revisit the concept to enhance clearer
understanding. If the students show profound interest in a branching direction of inquiry, the teacher can
consider refocusing the investigation to take advantage of this high level of interest.
Viewing the evaluation process as a continuous one gives the constructivistic philosophy a kind of
cyclical structure. The learning process is open-ended and open to change. There is an on going loop
where questions lead to answers but more questions and instruction is driven by both predetermined
lesson design and the inquiry process.
Excite . . . stimulates the learner's curiosity. The hook
What the student does that is consistent with this model:
Shows interest in the topic by asking questions, such as:
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"Why did this happen?"
"What do I already know about this?"
"What can I find out about this?"
What the teacher does that is consistent with this model:
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Creates interest
Generates curiosity
Raises questions
Elicits responses that uncover what the students know or think about the
concept/topic
Explore . . . to satisfy curiosity.
What the student does that is consistent with this model:
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Uses inquiry to explore and investigate; to satisfy his/her curiosity about the chosen
concept/topic.
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Thinks freely, but within the limits of the activity.
Tests predictions and hypotheses.
Forms new predictions and hypotheses.
Experiments with alternatives and discusses then with others.
Records observations and ideas.
Suspends judgements.
What the teacher does that is consistent with this model:
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Encourages the students to work together with minumum supervision.
Observes and listens to the students.
Asks probing questions to redirect the students' investigations when necessary.
Provides time for students to work through problems.
Acts as a facilitator.
pH Panel
Click on ANY part of the panel to explore pH.
Explain . . . the concept and define the terms.
What the student does that is consistent with this model:
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Uses various informational resources, group discussions, and teacher interaction to derive
definitions and explanations of the chosen concept.
Explains possible solutions or answers to others' explanations.
Listens critically to others' explanations.
Questions others' explanations.
Listens to and tries to comprehend explanations the teacher offers.
Refers to previous activities.
Uses recorded observations in explanations.
What the teacher does that is consistent with this model:
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Encourages the students to explain concepts and definitions.
Asks for justification (evidence) and clarification from students.
Formally provides definitions, explanations, and new labels.
Uses students' previous experiences as the basis for explaining new concepts.
Expand . . . discovering new applications.
What the student does that is consistent with this model:
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Applies new labels, definitions, explanations and skills in new, yet similar situations.
Uses previous information to ask questions, propose solutions, make decisions, and design
experiments.
Draws reasonable conclusions from evidence.
Records observations and explanations.
Checks for peer understanding.
What the teacher does that is consistent with this model:
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Expects the students to use formal labels, definitions, and explanations provided previously.
Encourages the students to apply or extend the concepts and skills in new situtations.
Reminds students of the existing evidence and data and asks:
o What do you already know?
o Why do you think . . .
Extend . . . the concept into other content areas.
What the student does that is consistent with this model:
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Makes connections and sees relationships of the concept/topic in other content areas.
Forms expanded understanding of original concepts/topics.
Makes connections of concept/topic to real world situations.
What the teacher does that is consistent with this model:
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Looks for concepts connecting with other concepts/topics and/or with other content areas.
Asks probing questions to help students see relationships between concept/topic and other content
areas.
Exchange . . . ideas, lesson plans, or experiences.
What the student does that is consistent with this model
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Shares information about the concept/topic with others via cyberspace.
Collaborates by sharing interest with others via cyberspace.
What the teacher does that is consistent with this model
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Shares information about the concept/topic with others via cyberspace.
Collaborates by sharing interest and/or activities with others via cyberspace.
Examine . . . the student's understanding.
What the student does that is consistent with this model
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Answers open-ended questions by using observations, evidence, and previously accepted
explanations.
Demonstrates an understanding or knowledge of the concept or skill.
Evaluates his or her own progress and knowledge.
Uses alternative assessments to demonstrate their understanding of the concept/topic.
What the teacher does that is consistent with this model
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Observes the students as they apply new concepts and skills.
Assesses students' knowledge and/or skills.
Looks for evidence that the students have changed their thinking or behaviors.
Allows students to assess their own learning and group-process skills.
Asks open-ended questions like:
o Why do you think . . . ?
o What evidence do you have?
o What do you know about . . . ?
o How would you explain . . . ?
"5 E's" instructional model
The Voyages Through Time (VTT) curriculum uses the "5 E's" instructional model developed by the
Biological Sciences Curriculum Study (BSCS) [Bybee, R. W. (Ed.). National Standards and the Science
Curriculum: Challenges, Opportunities, and Recommendations. Dubuque, Iowa: Kendall-Hunt
Publishers, 1966]. This guided inquiry approach involves students in actively developing their
understanding of concepts or skills with the teacher acting as the instructional director.
The "5 E's" instructional model involves specified sequence of phases: Engage, Explore, Explain,
Elaborate, and Evaluate. Each phase has a particular purpose. The nature of the instructional task during
each phase can and does vary from activity to activity, but the purpose of each phase remains the same.
The "5 E's" provides the framework for the VTT activities. In some VTT activities, the "5 E's" sequence
plays out across two, fifty-minute classes, and there will be an additional "engage" for the second class.
There are also a few activities that have a double explore-explain, such that the sequence is engageexplore-explain-explore-explain-elaborate-evaluate.
Engage:
This phase initiates an activity. Its primary purpose is to introduce students to the concept, process, or
skill that will be explored. The engage phase often involves one or more of the following, as well: making
connections with prior instruction, anticipating the upcoming tasks, identifying learning objectives, and/or
clarifying students' current ideas and skills.
Clarifying students' current ideas and skills may involve reminding them of or reviewing with them
prerequisites necessary for the upcoming tasks. In some instances, it may involve making both the teacher
and the students aware of potential alternative conceptions (a.k.a., misconceptions). Such conceptions are
not corrected at this point; the exploration and explanation phases are designed to challenge alternative
conceptions. It is important to bring these conceptions to the forefront so that they can be re-examined in
light of new information developed during the exploration phase.
Explore:
This phase provides students with a common base of experiences with natural phenomena. These
experiences may involve observations of events or objects, manipulations of materials, work with
simulations, examinations of representations, viewing a short video, or reading about a scientist's work.
These experiences provide a common basis for all students that the teacher can use to assist them in
identifying and developing concepts and skills. Students make records of their experiences during the
explore phase and sometimes answer questions about them, although these do not go beyond initial
analyses.
Explain:
At the beginning of this phase in the instructional model, students are provided with opportunity to
verbalize their understanding of their experiences from the explore phase. The questions and discussion
lead students to patterns, regularities, and/or similarities and prompt them to describe concepts or skills in
their own words. This largely student-directed portion of the explain phase may occur in small groups or
as a whole class. The teacher then introduces a label or term and provides a formal definition or
description for the concept or skill.
Elaborate:
The next phase challenges students to extend their understandings or skills and/or to practice them.
Through new experiences at this time, students develop deeper understanding, an extended conceptual
framework, and/or improved skills. Some of the tasks, such as reading an article, may be done as
homework and discussed during the following class period.
Evaluate:
The final phase of the instructional model encourages students to assess their understanding and abilities
and provides opportunity for the teacher to evaluate student progress toward achieving the learning
objectives for the activity. The tasks may involve writing summaries, applying concepts and/or skills to
novel situations, constructing a concept map, or taking a quiz. Some evaluate tasks are done as
homework.
Group work in VTT
When students are not engaged in whole class tasks, teachers are usually directed to have them work in
pairs or small groups of three or four. The VTT curriculum uses this organizational approach, rather than
having students work independently, for two reasons. The first, practical reason is to reduce the amount of
materials and equipment needed. The second, and more important reason, is to encourage students to talk
with each other. Talking out loud about what one is observing and doing promotes attention to the task
and its salient characteristics. Talking through the meaning of what one has seen requires putting one's
ideas into words that can be understood by someone else. This promotes more careful reasoning and
clarity of expression.
Learn more about using our lesson plans
Nortel LearniT Lesson Plans and the 6ES Model of Instruction
Nortel LearniT is pleased to present lessons constructed using a model we are confident will assist you to
provide high quality learning experiences to your students. The lesson plans on this site are based on
constructivist instructional models with activities and sections of the plan designed to have the students
continually add (or construct) new knowledge on top of existing knowledge. The 6E's lesson plan format
was developed by teachers in consultation with faculty from schools of education in North America and is
based on a constructivist model of teaching.
The model we have developed is called the 6ES Model of Instruction (6 E's and an S--Engage, Explore,
Explain, Elaborate, Evaluate, Extend, and Standards).
Teacher Instructions: This section is designed to provide you, the teacher, with an overview of the lesson
and some of the preparation and prerequisite requirements. It is our intention to ensure that you have a
complete and accurate picture of the lesson before you take the time to download the plan. The following
six sections (the 6ES Model) should be distributed to your students for them to follow the project
instructions.
Engage: This is the section where the topic is introduced in an interesting way. It is an opportunity to
provide some information but to encourage the students to seek out new information. Often this section
will arouse a student's curiosity, violate their current notions of the way things ought to be or incite them
to pursue answers to their own questions. It is important not to provide them with everything they need to
know, but more the motivation to find out. Each lesson plan has an 'essential question' that is the basis for
their inquiry. Normally the section will include a few key questions to help direct some of the research in
the Explore section.
Explore: This is the section where the student investigates the topic more thoroughly. In these lessons
the investigation takes the form of Internet research but it could equally include original research and the
use of a variety of problem solving techniques. What is important is that the students are given the
opportunity to "free wheel" their way through the materials and not be over directed. We all know
however, that they will need some direction and the teacher can circulate, asking important questions,
listening to their interactions and ensuring that they remain on task.
Explain: As teachers, we will all have to resist the urge to be the ones that do the explaining at this
point. This section provides the student with the opportunity to "explain" or in some way demonstrate
their grasp of the concepts after completing their research. Normally this section will contain key
questions and/or instruction for requiring the student to provide a summary of what they have learned in
the Explore section. This can and should, where possible, take the form of class or group discussion as
well.
Elaborate: In this section of the lesson plan the students are expected to work directly on the given
assignment. It is their opportunity to demonstrate their application of new information and to present
their findings or conclusions to others. It is a good time for submitting materials for evaluation, doing
presentations and completing the project or assignment.
Evaluate: While it is expected that evaluation will continue throughout the process, this is the section
where the teacher evaluates the learning that has occurred. We have provided some tools and suggestions
for evaluation but anticipate that teachers will want to adapt these tools for their own use. Students
normally submit their work or assignments at this point. It is very important at this stage that the students
be encouraged to engage in self-evaluation, group evaluation and develop their own tools to do so.
Extend: This section contains some suggestions for taking the students beyond the lesson. The purpose
is to examine ways in which they can bring their findings to others or apply their understanding to new
and unfamiliar circumstances. Normally, this type of activity will grow out of their excitement for what
they have accomplished. This section is highly student driven, though teachers may want to gently
suggest that the students enter their work in a competition or take their displays to other locations outside
of their own school.
Standards: Standards are currently in the process of being integrated, lesson plan by lesson plan. In this
section, the lessons are matched with State, Provincial and/or national standards. It is primarily for the
information of the teacher and should provide the information necessary to incorporate the lesson into the
local board, district or school curriculum.