e5 Instructional Model Workshop 1

 Facilitated by Julie Armstrong, Sarah Brittain & Melissa Corps

The e5 Instructional Model was developed by the Department of Education and Early Childhood Development

Published in Melbourne April 2009

On each table is a set of cards that have quotes

from the e5 Instructional Model document that

was published in April 2009.

Shuffle the cards and distribute them to the

group on your table.

Read your quote then introduce yourself to

your table group and discuss the meaning of

the quote to you.

Introductions

‘The e5 instructional model signals that, as a system, we have recognised the need to reach agreement about what constitutes high quality instruction so we can describe what effective teachers do in the classroom to engage students in intellectually demanding work.’Darrell Fraser Deputy Secretary Office of Government School Education

e5 instructional Model DEECD April 2009

e5 - What’s it about?Engage

Explore Explain

ElaborateEvaluate

The origins of e5 are on pages 1 and 2 of your handout.

e5 has not been designed as a planning model

(what is taught) but as a Teacher Instructional

Model (how it is taught). It is not linear. A

teacher needs to develop expertise in each of

the Domains and apply that expertise at the

point of need within any teaching program.

A CLARIFICATION

Biological Sciences Curriculum Study (BSCS) 5E Instructional Model 1980’s

EngagementExplorationExplanationElaborationEvaluation

e5 Instructional Model (DEECT April 2009)

EVALUATE EXPLORE EXPLAIN ELABORATE

ENGAGE

Domains There are 14 Domains in VELS such as The

Arts,Thinking Processes, Personal Learning etc.There are 5 Domains within e5 – Evaluate,Explore etc.

LevelsThere are 6 Levels in VELS (Prep to Year 10)There are 4 Levels of teacher capability in e5

Clarification of terms

Links to the Principles of Learning and Teaching (PoLT) and e5

‘A principle is a fundamental truth or propositionthat serves as the foundation for a system of

beliefsor behaviour or for a chain of reasoning.’

Oxford Dictionary of English

PoLT provides many ways for teachers to deliver

exemplary learning experiences to students.

Possible links to PoLT have been provided against

the Instructional Model Domains in yourWorkbook. PoLT component details are

providedin your Handout on Pages 3 and 4.

Educative Purpose

On pages 5 and 6, read through and highlight the following;

1 word1 phrase1 sentence

Discuss with your colleagues.

SAYS IT ALL!‘If you don’t know what good practice

looks likeand you can’t translate it into a

common andshared language, improvement won’t

happen.’

Richard Elmore

The spotlight is directly

on the teacher.

Hot PotatoAt each table there is a piece of butchers

paperwith a lolly and the name of one of the e5Domains attached.

You are to move to one of the tables with thelolly you chose when you sat down on arrival.

There are to be no more than 5 people at each table.

The Psychology of Lollies

Milko Chews:You are an outspoken extrovert with a propensity to develop obsessive, compulsive

behaviours. A high achiever who works hard and gets results! Sherbie:You are a sensitive, highly intelligent individual with a bent towards Mathematics. You have excellent inter-personal skills and work well with people. Lives for the

moment! Redskin:You are a joyful, happy and easygoing person who enjoys the outdoors. You are

energetic and lively,often the life of the party. Minties:You have an excellent sense of humour and enjoy fine things. You are artistic and

creative – anExcellent companion. Fantales:You are an introverted quiet achiever. You were the one voted ‘most likely to

succeed’ at yourValedictory dinner!

Hot PotatoEach group has been given a different

colouredtexta. Your task is to move around the

room asa group and add any words that you

connectwith the e5 Instructional Model

Domains of:Engage ExploreExplainElaborate EvaluateHot Potato explanation on 7 of

handout

Write a paragraph

Using the word splash created by the

Hot Potato as a prompt, generate a

paragraph that explains what teachers

may be doing when they areinstructing students within this Domain.

Peer Check

Swap your paragraph with one of the other teams

working on the same Domain.

Without altering the work on the page, write any

questions or thoughts/suggestions you have about

the paragraph they have written.

Return it to the original group.

Match paragraph with the e5 model

Looking in your workbook (page 8) compare the

paragraph developed in the last activity group

with the definition stated in the e5 Instructional

Model .

Was there anything important that you missed?

Pay particular attention to the teacher

teacher capabilities.

If you have a red Domain card on your table

can you please share the thinking that

occurred when writing your definition and then

comparing your definition with the general e5 definition.

Sharing with whole group

Reflective Journal Reflection and metacognition are supported whenjournal writing. Read the scenario in the reflective journal

providedand spend a few minutes reflecting on your

answer.

One of the teacher capabilities within the Engage Domain

is to develop students’ metacognitive capacity.

Writing in your journal is mirroring this process.

Reflection

What were any ‘AHA’ moments you had about

e5 this morning? (2 minutes)

Matching Task

Match the symbols in your group’s envelope with the e5 Domains and capabilities.

Pay attention to the language used to describe various teacher behaviours.

Share your ideas with the group at the next table. Explain why and how you made your decisions.

Move into Primary VELS Levels Corners

Once you are all in your corner form like VELS groups of no more than 4 members wherever possible.

Specialist teachers, Administrative Leaders and Integration Aides to select a VELS level that you teach or associate with and join that group

Jigsaw

You are going to become an expert in one domain. • Read through each Level 4 Profile statement .

• As a group select three profile statements to focus on and put a star in each box

• Discuss and fill in each column for each selected Profile Statement

E5 in Practice

Turn to Page 9 of your handout. Read through each domain and the profile statements .Select a domain and a profile statement that reflects your strengths as a teacher.Be ready to share your thoughts in a group.

Reflective Journal

Considering it is a fresh start with a new group of students, how might the work we have just done on e5 impact on the way you interact with your grade?

(2 minutes)