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e5 Instructional Model Framework

http://www.education.vic.gov.au/proflearning/e5

Starburst Chews:You are an outspoken extrovert with a propensity to develop obsessive, compulsive behaviours. A high achiever who works hard and gets results! Fruit Tingles: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. Chocolate Éclairs: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!

The Psychology of Lollies

Moody & McMahon, 2010

Human Ranking:Put yourself on the line....

Setting the scene...

E5 Instructional Model... What is

that? I know all there is to know about the E5

Instructional Model!

Fold the line:With your partner, spend two Minutes discussing:

I have seen... I have read....I have heard... I have used...

Setting the scene...

E5 Instructional Model

In the middle of each table there is a lolly attached to a marker...

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

It’s time to move...

To understand: The e5 Instructional Model defines what high

quality teaching and learning looks like in the classroom.

The e5 Instructional Model is made up of 5 domains and 4 levels.

The e5 Instructional Model emphasises what the teacher is doing, not what students are doing in the classroom.

Learning Intent:

e5 - What’s it about?

The origins of e5 are on pages 2 & 3 of your handout.

Elaborate

Engage ExploreExplain

Evaluate

e5 has not been designed as a planning model(what is taught) but as a Teacher InstructionalModel (how and why it is taught).

It is not linear.

A teacher needs to develop expertise ineach of the Domains and apply that expertiseat the point of need within any teachingprogram.

A CLARIFICATION

e5Instructional Model & E5QuIPe5Instructional Model is not the same as the Western Region E5QuIP Professional Learning Program.

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

‘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 deliverexemplary learning experiences to students.

Possible links to PoLT have been provided againstthe Instructional Model Domains in yourWorkbook. PoLT component details are providedin your handout on pages 4 & 5.

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

‘If you don’t know what good practice looks like and you can’t

translate it into a common and shared language,

improvement won’t happen.’

Richard Elmore

SAYS IT ALL!

The spotlight is directly on the

teacher.

At each table there is a piece of butchers paperWith the name of one of the e5Domains attached.

Each group has been given a different coloured texta. Your task is to move around the room as a group and add any words that you connect with the e5 Instructional Model Domains of: Engage Explore Explain Elaborate Evaluate

Hot Potato explanation on in resource book (Graphic Organisers and Cooperative Strategies)

Hot Potato

Using the word splash created by the Hot Potato as a prompt, generate a paragraph that explains what teachers may be doing when they are instructing students within this Domain.

Write a paragraph

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 teacherteacher capabilities.

Match paragraph with the e5 model

Share the thinking that occurred when writing

your definition and then comparing your definition

with the general e5

definition.

Sharing with whole group

In your groups... now match the teaching capabilities to the general explanations of each domains.

Capabilities...

engage explore explainThe teacher fosters positive relations with and between students and develops shared expectations for learning and interacting. They stimulate interest and curiosity, promote questioning and connect learning to real world experiences. The teacher structures tasks, elicits students’ prior knowledge and supports them to make connections to past learning experiences. They present a purpose for learning, determining challenging learning goals and making assessment and performance requirement clear. The teacher assists students to consider and identify processes that will support the achievement of the learning goals.

The teacher presents challenging tasks to support students to generate and investigate questions, gather relevant information and develop ideas. They provide tools and procedures for students to organise information and ideas. The teacher identifies students’ conceptions and challenges misconceptions. They assist students to expand their perspectives and reflect on their learning. The teacher is mindful of the learning requirements of the task, attentive to student responses and intervenes accordingly.

The teacher provides opportunities for students to demonstrate their current level of understanding through verbal and non-verbal means. They explicitly teach relevant knowledge, concepts and skills. This content is represented in multiple ways. The teacher provides strategies to enable students to connect and organise new and existing knowledge. They assist students to represent their ideas, using language and images to engage them in reading, writing, speaking, listening and viewing. The teacher explicitly teachers the language of the discipline.They progressively assess students’ understanding and structure opportunities for students to practise new skills.

• Develops shared norms• Determines readiness for learning• Establishes learning goals• Develops metacognitive capacity

• Prompts inquiry• Structures inquiry• Maintains session momentum

• Presents new content• Develops language and literacy• Strengthens connections

elaborate evaluateThe teacher engages students in dialogue, continuously, extending and refining students’ understanding. They support students to identify and define relationships between concepts and to generate principles or rules. The teacher selects contexts from familiar to unfamiliar, which progressively build the students’ ability to transfer and generalise their learning. The teacher supports students to create and test hypotheses and to make and justify decisions. They monitor student understanding, providing explicit feedback, and adjusting instruction accordingly.

The teacher supports students to continuously refine and improve their work using assessment criteria in preparation for a performance of understanding. They integrate evidence from each phase, formally recording students’ against learning goals. The teacher provides feedback and assists students to evaluate their progress and achievements. They support students to reflect on their learning processes and the impact of effort on achievement. The teacher guides students to identify future learning goals.

• Facilitates substantive conversation• Cultivates higher order thinking• Monitors progress

• Assesses performance against standards• Facilitates student self assessment

Support all staff to develop an understanding of the e5 and use the model to develop best teaching practise, through:

further professional learning Collegiate visitsLearning walks

Develop the e5 Instructional Model through the ongoing development of:

Literacy, Numeracy, Integrated planningDifferentiated curriculumHigher order thinking ICT

Where to next...

To understand: The e5 Instructional Model defines what high

quality teaching and learning looks like in the classroom.

The e5 Instructional Model is made up of 5 domains and 4 levels.

The e5 Instructional Model emphasises what the teacher is doing, not what students are doing in the classroom.

Learning Intent:

Explore

e5 HUMAN GRAPH

Engage

ExplainElaborate

Evaluate

Stand under an e5 domain which best represents your teaching strength. Discuss with a partner evidence to support your decision.