Launched in Victoria in 2009 it provides a framework and guide for what constitutes high quality teaching and what it should look like.

Without being a hard and fast explicit way things should be done, it aims to provide a guide for improved practice, stimulate conversation, promote reflection and critique of current and future practice.

The model has been developed with other programs currently in effect including ‘Principles of Learning and Teaching‘ (Polts) and ‘Primary Connections’.

The E5 model is very much teacher centred. The focus is on improving teacher practice, not about what the students are doing or what they are capable of.

As the title suggests the model uses 5 E’s:

1. Engage
Teachers are too:

  • Develop shared norms
  • Determine readiness to learn
  • Establish learning goals
  • Develop metacognitive capacity
  • Foster relationships with and between students
  • Establish expectations for learning
  • Elicit prior knowledge
  • Stimulate interest and curiosity by connecting with students real world experiences
  • Provide a purpose for learning
  • Develop explicit assessment and performance requirements
  • Develop tasks and assist students to achieve the requirements
2. Explore

Teachers are too:

  • Prompt inquiry
  • Structure inquiry
  • Maintain session momentum
  • Present tasks to support students to generate and investigate questions, gather information and develop ideas
  • Provide tools to organise information
  • Identify and challenge conceptions and misconceptions
  • Scaffold to expand knowledge
3. Explain

Teachers are too:

  • Present new content
  • Develop language and literacy
  • Strengthen connections
  • Provides opportunities to demonstrate knowledge
  • Explicitly teaches knowledge, concepts and skills
  • Present content in a variety of ways
  • Formatively assesses and provides opportunities for development of new skills
4. Elaborate

Teachers are too:

  • Facilitate substantive conversation
  • Cultivate higher order thinking
  • Monitor progress
  • Extend understanding
  • Identify and define relationships between concepts
  • Generate rules and principles
  • Have students working on the right edge of the ‘Zone of Proximal Development’
5. Evaluate

Teachers are too:

  • Assess performance against standards
  • Facilitate student self assessment
  • Use assessment criteria for improvement
  • Use evidence from each phase to inform progress against the learning goals
  • Provide feedback and assistance in the reflection process
  • Identify future learning goals

As it is a model for high quality teaching practise and meant to drive improvement I have ranked myself in order of most competent to least competent:

1. Explore, 2. Engage, 3. Elaborate, 4. Explain, 5. Evaluate

From this I can now go forward knowing I need to focus and improve on my ‘Evaluation’ and ‘Explanation’ techniques as well as continuing to improve ‘Elaboration’. I can also plan to use what I see as strengths in ‘Exploration’ and ‘Engagement’.
This kind of reflection may be useful in a team teaching environment. A fellow teacher may have very different rankings. Being able to work around and with each other’s identified strengths and weaknesses could improve teaching practice.

What has been your experience with the E5 Instruction Model?

How has it affected your teaching?
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