5 E Model
A Design for Learner-Centered Instruction
LWISD Inservice
August 20, 2009
Presented by: the Curriculum Team
Debbie Kerrigan, Gwen Steele
Before we start!
• What do you know about the 5E’s?
• Create a List of the 5E’s in order,
write down a word that could describe
each stage.
“Every teacher a leader,
every leader a teacher, and
every child a success”
-Working on the Work, Schlechty
5E Instructional Model
• Grounded in solid educational and brain research
• Design of this model can be traced back to the early 1900’s with
Johann Herbart.
• 5E Model is based from the SCIS Model of Instruction by
researchers Atkins and Karplus in 1967.
• 5E Model was originally proposed by BSCS (Biological Science
Curriculum Study) in the late1980’s.
CSCOPE has determined that the 5 E Model has been around
since 1889.
Constructivism
“Constructivism is a philosophy about
learning that proposes learners need to build
their own understanding of new ideas.”
source: http://iisme.5ecommunity.org/index.php?area_id=569
Is your school culture a culture of constructivism?
Why 5E?
• Tell me –I forget
• Show me –I remember
• Involve me–I
understand
Students come to the
classroom with ideas about
how the world works. If
their initial understanding
is not engaged, they may
fail to grasp new concepts
and information.
-How People Learn
Science Process Skills
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Observing
Communicating
Classifying
Measuring
Relating objects in space & time
Predicting
Inferring
Controlling variables
Defining operationally
Experimenting
Engage
Evaluate
Explore
5 E’s
Science Lesson
Elaborate
Explain
Engage: Puff Cup Activity
The Set Up:
• Form groups ( 2 groups of 6 per table) • Select team members to be
in charge of 1 person to move the puff cup –1 timer ( a person
wearing a watch) 1 –recorder, other team members are encouragers.
Materials: Recording sheet, puff cup packet with tape measure,
bottle and cup The Challenge: • You will have 15 seconds to see how
far you can move your cups on your table. • You may not touch the
cup. The only object that can move the cup is the air from the bottle.
• First, estimate how far you think your cup will move in cm. Then
test and measure the distance the cup traveled in centimeters.
Engage
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Activity which will focus
student’s attention, stimulate
their thinking, and access prior
knowledge.
Student asks questions such as,
Why did this happen?
What do I already know about this?
What have I found out about this?
Shows interest in the topic.
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Demonstration
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Reading
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Free Write
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Analyze a Graphic Organizer
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KWL
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Brainstorming
Explore: Push or Pull?
In groups of (3-4) create a Venn Diagram:
Push, Pull or Both Steps:
1 –Say the object’s name
2 –Act out the movement
3 –Decide if it is a push, pull or both
4 -Sort Cards into Venn Diagram
Explore
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Activity which gives students time to
think and investigate/test/make
decisions/problem solve, and collect
information.
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Perform an Investigation
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Read Authentic Resources to Collect
Information
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Solve a Problem
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Construct a Model
What does Explain look like?
You will be assigned a part of the lesson to study as
a group.
- Page 6-8 –Start Your Engines
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Page 8 –Downhill all the way
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Page 10 Rubber Meets the Road
Explain
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Activity which allows students to
analyze their exploration. Student’s
understanding is clarified and modified
through a reflective activity.
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Student Analysis &
Explanation
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Supporting Ideas with
Evidence
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Structured Questioning
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Reading and Discussion
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Teacher Explanation
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Thinking Skill Activities:
compare, classify, error
analysis
What does Elaborate Look like?
What the teacher does that is
consistent with this model:
*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.
What the student does that is
consistent with this model:
*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.
Elaborate
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Activity which expands and
solidifies student thinking and/or
applies it to a real-world situation.
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Problem Solving
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Decision Making
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Experimental Inquiry
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Thinking Skill Activities: compare,
classify, apply
The Important Book
The important thing about
gravity is that it is always
there. It is invisible but it is
something we all share. It
pulls things down through the
air. But the important thing
about gravity is that it is
always there.
Now It’s Your Turn…
As a table group, create your
own poem based on the
Important Book pattern that
describes something you
learned today…
Evaluate
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Activity which allows the teacher
and student to assess student
performance and/or understandings
of concepts, skills, processes, and
applications.
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Any of the Previous Activities
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Develop a Scoring Tool or Rubric
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Performance Assessment
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Produce a Product
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Journal Entry
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Portfolio
Evaluate –7-9-11
 L –Learn (move to 7 different people, then share what you learned)
V –Value (move to 9 different people, then share something you value
from the lesson)
 P -Plan/Promise (move to 11 different people and share what you
plan to take back & use)
5E and Students
•How does this model benefit students?
• BSCS research study showed 96% increase in student
interest after implementing the 5E instructional model.
References
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Montgomery Public Schools
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Harlen, W. (1985) Primary Science: Taking the
Plunge
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Trowbridge, L. W., Bybee, R. W., & Powell, J. C.
(2000). Teaching secondary school science: Strategies
for developing scientific literacy
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Henning & Shinners, 2009, CSCOPE Conference,
San Antonio, TX