.

”“If kids come to us from strong,

healthy functioning families, it makes
our job easier. If they do not come to
us from strong, healthy, functioning
families, it makes our job more
important.”
-Barbara Colorose
A’s in Lesson
Planning
ACTIVITY
ACTIVITY
-Activate Prior Knowledge
-Access prior knowledge/activate students’ schemas
Methods:
 Gallery walk
 Brainstorming
 Concept mapping
 Games
 Q&A
ANALYSIS/ABSTRACTION
 Acquire new knowledge
 Promote higher order thinking – enable students
to make connections and
 interconnections between the course material and
real life experiences
 Foster inquiry throughout lessons and among
students
Methods:
 Leaning logs
 Guest speakers
 Mini lessons
 Active reading
 Viewing + listening
 Note making
 Group discussions
 □ Journals
 Visual representations
□ Role play
□ Think/pair/share
Application
 Consolidate what has been learned and make
it relevant
Methods:
Learning logs
 Exit Slips
 Sharing of products
 Debriefing on process
 Performances
 Publications
 Real world activities
 Scenario
 Simulation
 Demonstration
 Case study
Assessment
• Assesswhat has been learned and what
needs to be further developed
METHODS:

□ Gallery walk
□ Brainstorming
□ Concept mapping
□ Leaning logs
□ Guest speakers
□ Mini lessons
□ Active reading
□ Learning logs
□ Exit Slips
□ Sharing of products
□ Debriefing on process
□ Quizzes
□ Open and closed book tests
□ Think/pair/share
□ Small conferences
INTEGRATION
OF 5 E’S
The 5 E lesson basically supports
inquire based instruction. It
allows children to make
discoveries and to process new
skills in an engaging way.
Teachers can also adequately plan
power objectives more effectively
by using the 5E process.
Children are not just learning
with this method they are more
knowledgeable about their own
metacognition, as they are
coached along and not dictated by
teachers merely lecturing.
 . The role of the teacher is to
facilitate and support students as they
use prior knowledge to build new
knowledge. The 5 Es are: Engage,
Explore, Explain, Elaborate and
Evaluate. When planning a lesson
each of these areas should be
completed. Often times these lessons
may take a few days to complete
PHASES OF 5 E’S:
Engage
 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, process, or
skill to be learned.
 These lessons mentally engage the students with
an event or question. Engagement activities help
students to make connections with what they know
and can do.
 What the Teacher Does
 Creates interest
 Generates curiosity
 Raises questions
 Elicits responses that uncover what the students
know or think about the concept/topic
What the Student Does

Asks questions, such as Why did this

happen? What do I already know
about this? What can I find out about
this?
Shows interest in the topic
Explore
This phase of the 5 E's
provides students with a common
base of experiences. They identify
and develop concepts, processes, and
skills. During this phase, students
actively explore their environment or
manipulate materials.
What the Teacher Does
 Encourages the students to work together
without direct instruction from the teacher
 Observes and listens to the students as they
interact
 Asks probing questions to redirect the students’
investigation when necessary
 Provides time for students to puzzle through
problems
 Acts as a consultant for students
 What the Student Does
 Thinks freely, but within the limits of the activity
 Tests predictions and hypothesis
 Forms new predictions and hypotheses
 Tries alternatives and discusses them with others
 Records observations and ideas
 Suspends judgment
Explain
This phase of the 5 E's helps students explain
the concepts they have been exploring. They
have opportunities to verbalize their conceptual
understanding or to demonstrate new skills or
behaviors. This phase also provides
opportunities for teachers to introduce formal
terms, definitions, and explanations for
concepts, processes, skills, or behaviors.
 What the Teacher Does
 Encourages the students to explain concepts and
definitions in their own words
 Asks for justification (evidence) and clarification
from students
 Formally provides definitions, explanations, and
new labels
 Uses students’ previous experiences as the basis
for explaining concepts
 What the Student Does
 Explains possible solutions or answers to
others
 Listens critically to one another’s explanations
 Questions one another’s explanations
 Listens to and tries to comprehend
explanations the teacher offers
 Refers to previous activities
 Uses recorded observation in explanations
Elaborate:
This phase of the 5 E's extends students'
conceptual understanding and allows them
to practice skills and behaviors. Through
new experiences, the learners develop
deeper and broader understanding of
major concepts, obtain more information
about areas of interest, and refine their
skills.
 What the Teacher Does
 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 situations
 Reminds the students of alternative explanations
 Refers the students to existing data and evidence and
asks: What do you already know? Why do you
think…? (Strategies from Explore apply here also.)
What the Student Does
 Applies new labels, definitions, explanations,
and skills in new, but similar situations
 Uses previous information to ask questions,
propose solutions, make decisions, design
experiments
 Draws reasonable conclusions from evidence
 Records observations and explanations
 Checks for understanding among peers
 EVALUATE
 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.
What the Teacher Does
 Observes the students as they apply new concepts
and skills
 Accesses students’ knowledge and/or skills
 Looks for evidence that the students have
changed their thinking or behaviors
 Allows students to access their own learning and
group-process skills
 Asks open-minded questions, such as Why do
you think…? What evidence do you have? What
do you know about it? How would you explain
it?
What the Student Does
 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
 Asks related questions that would
encourage future investigations