• Key Components of the 5e Model

    Stage of the Instructional Model

    What the Teacher does that is:

    Consistent with the Model

    Inconsistent with the Model

    Engage

    ·       Creates interest

    ·       Generates curiosity

    ·       Raises questions

    ·       Elicits responses that uncover what students know or think about the concept/subject

    ·    Explains concepts

    ·    Provides definitions and answers

    ·    States conclusions

    ·    Provides premature answers to students' questions

    ·    Provides closure

    ·    Lectures

    Explore

    ·       Encourages students to work together without direct instruction from the teacher

    ·       Observes and listens to students as they interact

    ·       Asks probing questions to redirect students' investigations when necessary

    ·       Provides time for students to puzzle through problems

    ·       Acts as a consultant for students

    ·       Creates a “need to know” setting

    ·    Provides answers

    ·    Tells or explains how to work through the problem

    ·    Tells students they are wrong

    ·    Gives information or facts that solve the problem

    ·    Leads students step-by-step to a solution

    Explain

    ·       Encourages 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

    ·       Assesses students’ growing understanding

    ·    Accepts explanations that have no justification

    ·    Neglects to solicit students' explanations

    ·    Introduces unrelated concepts or skills

    Elaborate

    ·       Expects students to use formal labels, definitions and explanations provided previously

    ·       Encourages students to apply or extend concepts and skills in new situations

    ·       Reminds students of alternate explanations

    ·       Refers students to existing data and evidence and asks "What do you already know?" "Why do you think.....?"

    ·       (Strategies from Explore also apply here.)

    ·    Provides definitive answers

    ·    Tells students they are wrong

    ·    Lectures

    ·    Leads students step-by-step to a solution

    ·    Explains how to work through the problem

    Evaluate

    ·       Observes students as they apply new concepts and skills

    ·       Assesses students' knowledge and/or skills

    ·       Looks for evidence that students have challenged their thinking or behaviors

    ·       Allows students to assess their own learning and group process skills

    ·       Asks open-ended questions, such as "Why do you think...? "What evidence do you have?" "What do you know about x?" "How would you explain x?"

    ·    Tests vocabulary words, terms and isolated facts

    ·    Introduces new ideas or concepts

    ·    Creates ambiguity

    ·    Promotes open-ended discussion unrelated to concept or skill