The e5 Instructional Model

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Hillsmeade Primary School Term 3 2009
Teacher Professional Leave
These PD and focus group sessions are designed to assist all
staff to gain an understanding of the e5 instructional
model, to the extent that it can be recognised and
confidently discussed in Individual Learning Teams, in
order to become part of usual classroom practise and
positively impact Student Learning.
A longer term goal is for all staff to be able to apply the
model to their own lessons.
· 21st July 3.45 – 4.30 Pd on E5 – Where we are coming from. What is it? Where did it
come from? How can we use it? Where does it fit in? Global Learning Centre
· 4th August 3.45 Focus Groups Meetings – discussing pre-readings and meanings of an
individual part of the e5, engage, explain, explore, elaborate or evaluate.
· 18th of August – all staff in Global Learning Centre – putting together all the different
domains.
· 1st of September - TBA E5 (Possibilities are Evaluation vs. Assessment, or parallels
between POLT and e5, or beginning actual application but will be designed on a needs
basis)
· 15th of September – E5 pulling it all together.
· Evaluation, feedback and where to next?
The Blueprint for Government Schools (2003), which set a major
capacity-building agenda in government schools to enhance the
quality of school leadership, teaching and learning and the school
curriculum, through initiatives such as
the Victorian Essential Learning Standards
the Effective Schools Model
the Performance and Development Culture
the School Accountability and Improvement Framework (DEECD
website)
The Blueprint II
released in 2006
Action 20: Professional learning for teachers
We will provide access to effective professional learning for teachers in
all sectors.
As a foundation for this, we will collect and share evidence on the
characteristics of effective professional learning, including working in
teams and learning from other teachers.
Professional learning will be closely linked to the workplace context
and the sophisticated use of technology to develop skills and improve
practice, including through the Ultranet.
A specific priority will be to disseminate an instructional model for
teachers to support effective teaching practices in classrooms.
This will assist teachers and school leaders to refine and develop their
knowledge around high-quality instruction and improve their capacity
to translate it into practice.
In the next twelve months we will
collect and share evidence on the characteristics of effective
professional learning across all sectors
disseminate an instructional model for teachers. (taken from the
full document of Blueprint 2, 2006)
This is the e5
symbol
•The e5 is an instructional model which is like a template for teaching
and planning .
•Instructional Models are used to select and to structure teaching
strategies, methods, skills and student activities for a particular
structure or emphasis.
•“ the e5 is not a recipe for teacher practise but rather a framework to
inform conversations and guide the observation, critique and
reflection of classroom practise”. (P4 e5 black book)
•It is a guided enquiry approach
•Usually an instructional design model tells us how to organise
appropriate pedagogical scenarios to achieve instructional goals.
•The idea being that what children learn depends not only on
what they are taught but also on how they are taught, their
developmental level, and their interests and experiences. ..
These beliefs require that much closer attention be paid to the
methods chosen for presenting material..” (Understanding the
common Essential learning's Saskatchewan Education 1988 p.0)
The e5 gives a valid framework with which to deliver the VELS
It works with POLT, identifying and utilising best practise of teachers.
POLT in many ways is like the environment aspect of teaching, and
the e5 the teaching process. However they do blend in many areas and
are not really designed to stand separate from each other.
(This is subjective, feel free to disagree. )
The e5 was adapted from a Instructional Model used for
teaching science, previously known as the 5 e’s. Without going
into detail it has survived rigorous study and is well founded in
research and has had excellent results. DEECD did not whip it
up out of nowhere. It has taken years of development from all
educational stakeholders to appear as it does now for use in all
Victorian schools. (See handouts for 5e’s)
To enable a shared and common language with which to discuss
methods of teaching. Identified beforehand but found for
certain that an Instructional model was required was at the
2006 Big Day Out for principals . (See context handout)
To assist us in our planning
To provide a checklist of quality instruction
To give us a shared understanding
To give us a common language
Hopefully find a way that suits the teachers at Hillsmeade to develop
an understanding of the e5 that works for us, particularly in terms of
real rather than just theoretical application.
The e5 Model is separated into 5 instructional areas called domains.
They are Engage, Explore, Explain, Elaborate and Evaluate.
Instructional practice capabilities are the expected knowledge skills
and dispositions required in each domain.
The capabilities are underpinned by performance indicators and
quality criteria
The domains also involve levels 1 through to 4. Like the P&DC., the
first level is the most basic and level 4 is amazingly deep.
We’ll work out a deeper meaning in groups. Warning - Engage is not
only the traditional understanding of engage.
Explain
Demonstrate
Imitate
Coach
Task/Trials
Explanation
Demonstration
Application
Replication
Repetition
Conclusion
In the handouts there are examples of other types of
Learning/Teaching Models.
They include reference to
Discovery learning (Don’t state the objectives)
Direct Instruction (More teacher controlled)
Inquiry based – (E5)
Co-operative Learning
Many more in handouts...
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