Day 1

Reported by Rainiel Victor M. Crisologo
Under the supervision of Teresita Jaraplasan, Ed. D

The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults. Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate/Extend, and Evaluate..

The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.

beliefs. The constructivist teacher sets up problems and monitors student exploration.  . students synthesize new understanding from prior learning and new information. and skills. Constructivism is a learning strategy that draws on students' existing knowledge. With a constructivist approach. and promotes new patterns of thinking. guides student inquiry.

including adults. evolving knowledge. students begin to think of learning as accumulated. Ultimately. with   . constructivist teaching asks students to work with their own data and learn to direct their own explorations. primary sources. Working mostly with raw data. Constructivist approaches work well learners of all ages. and interactive material.



or skill to be learned. Activity which will focus student’s attention.    This phase of the 5 E's starts the process. and access prior knowledge. process. . stimulate their thinking. An "engage" activity should do the following: Make connections between past and present learning experiences Anticipate activities and focus students' thinking on the learning outcomes of current activities. Students should become mentally engaged in the concept.


processes.  During this phase. This phase of the 5 E's provides students with a common base of experiences. They identify and develop concepts. and skills. and collect information.  . Activity which gives students time to think and investigate/test/make decision/problem solve. students actively explore their environment or manipulate materials.


This phase also provides opportunities for teachers to introduce formal terms. definitions. skills. and explanations for concepts. or behaviors   . They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. This phase of the 5 E's helps students explain the concepts they have been exploring. processes.

Student’s understanding is clarified and modified through a reflective activity.  . Activity which allows students to analyze their exploration.


obtain more information about areas of interest. . and refine their skills.   This phase of the 5 E's extends students' conceptual understanding and allows them to practice skills and behaviors. the learners develop deeper and broader understanding of major concepts. Activity which expands and solidifies students’ thinking and/or apply it to a real-world situation. Through new experiences.


Activities permit evaluation of student development and lesson effectiveness. skills and abilities.   This phase of the 5 E's encourages learners to assess their understanding and abilities and lets teachers evaluate students' understanding of key concepts and skill development. Activity which allows the teachers to asses student performance and/or undestanding of concepts. . processes. Students assess their knowledge. skills. and applications.

Suggested Activities of 5 E’s Teacher-Pupil Learning Relationships .

Suggested Activities       Demonstration Reading Free Writing Analyze a Graphic Organizer KWL (Know-What-Learn) Brainstorming .

  Asks questions such as. What the Pupil does? What the Teacher does? .    Creates Interest Generates curiosity Raises questions Elicits responses that uncover what the students know or think about the concept or the topic.Why did it happen? What do I already know about this? What have I found out about this? Shows Interest in the topic.

Suggested Activities     Perform an Investigation Read Authentic Resources to Collect Information Solve a Problem Construct a Model .

Tries alternatives and discusses them with others.   Encourages the students to work together without direct instruction from the teacher. Tests predictions and hypotheses. Records observation and ideas What the Pupil does? What the Teacher does? . Forms new predictions and hypotheses. Observe and listens to the students as they interact. Ask probing questions to redirect the students’ investigation when necessary      Thinks freely but within the limits of the activity.

classify error analysis .Suggested Activities       Student Analysis and Explanation Supporting Ideas and Evidence Structured Questioning Reading and Discussion Teacher Explanation Thinking Skill Activities: compare.

What the teacher does? What the pupil does? .    Encourages the students to explain concepts and definitions in their own words. Formally provides definitions. Uses recorded observations in explanations. explanations and new labels. Listens to and tries to comprehend explanations the teacher offers. Uses students’ previous experiences as basis for explaining concepts. Refers to previous activities. Ask for justification (evidence) and clarification from students. Listens to other explanations Questions others’ explanations.       Explains possible solutions or answer to others.

Suggested Activities     Problem Solving Decision Making Experimental Inquiry Thinking Skill Activities: compare. classify and apply .

Refers the students to existing data and evidence and asks. definitions. What do you already know? Why do you think…? Strategies from Explore apply here also. What the teacher does? .     Expects the students to use formal labels. and explanations provided previously. Encourages the students to apply or extend the concepts and skills in new situations Reminds the students of alternative explanations.

explanations and skills in new.     Applies new labels. Uses previous information to ask questions. make decisions. propose solutions. Draws reasonable conclusions from evidence. Records observations and explanations. and design experiments. What the pupil does? . Checks for understandings among peers. definitions. but similar situations.

Suggested Activities       Any of the Previous Activities Develop a Scoring Tool Rubric Test Performance Assessment Produce a Product Journal Entry and Portfolio .

    Observes the pupils as they apply new concepts and skills Assesses pupils’ knowledge and/or skills..? What evidence do you have? What do you know about x? How would you explain x? What the teacher does?  . Allows students to assess their own learning and group-process skills.. Asks open-ended questions. such as: Why do you think. Looks for evidence that the students have changed their thinking or behaviors.

Demonstrate an understanding or knowledge of the concept or skill. What the pupil does? . evidence. Evaluates his or her own progress and knowledge. previously accepted explanations. Ask related questions that would encourage future investigations.    Answers open-ended questions by using observations.