Topic 5es

New Generation Pedagogical Research Center
ំ ន់ថ្មី
មជ្ឈមណ្ឌលស្រាវស្រាវគរុកោសលយជ្នា
Stream: Teaching Methodology
Topic: 5Es
Presenter: Loeung Kosal TM Instructor: PHE Saorith

Email: phesaorith@gmail.com
Partner: Kea Sopanha
Contact: 010 950 139
1
What are 5Es?
The 5Es represent five stages of a sequence for teaching and learning:
Who developed the 5Es model?
• The Biological Science Curriculum Study (BSCS),

a team led by Principal Investigator Roger
Bybee(2006), developed the instructional model
for constructivism, called the "Five Es".
Benefit 5Es
• 5Es constructivist learning cycle, helping students build

their own understanding from experiences and new ideas.
• Teachers who can incorporate instructional models like the
5E Model into their classrooms help students build a
strong foundation of knowledge through active
participation.
• The 5E Model allows educators to create a unique learning
experience for students.
Limitation 5Es
❑ Students will need time to follow the process.

❑ This is not a method that can be completed quickly in a one-day activity.
❑ The teacher will also need to make sure all students have a strong understanding of the
foundational knowledge.
❑ This method will involve significant time for the teacher to plan.
❑ Depending on the topic studied, this method may require additional materials for students to use
during the explore stage.
❑ Some subjects and topics may not lend themselves well to this type of instructional model
1. Engage
Purpose Benefit
Present topics or ask Make an impression,
key questions that engage Link to old knowledge,
students. Set focus limits and
1 2
Gather ideas
.
3
1. Engage(Cont)
What teachers should do? What students should do?

• Make an impression • Asking questions such as:
• Create curiosity • Why did it happen?
• Ask questions and encourage students to answer • What can I find out about ....?
• Find out what students know or think about the Express interest in the topic.
topics
• Give reasonable answers
What teachers should not do? What students should not do?
• Explain the rules • Ask for the right answer

• Provide definitions and answers • Want an answer or an explanation
• Make a conclusion • Find a single solution
• Lecture.
2. Explore
➢ Providing students with a chance to build their own understanding.
➢ The students have the opportunity to get directly involved with
phenomena and materials.
➢ Students work in groups, while the teacher acts as a facilitator, providing
students with materials and asking questions that hint at students'
thinking.
What teacher should do? What student should do?
▪ Encourage students to work together ▪ Think freely but within the limits of action
without direct guidance from the teacher. ▪ Test and make on predictions and hypotheses
▪ Observe and listen to students when ▪ Try other options and discuss them with
students interact with each other. others
▪ Ask inspirational questions that divert ▪ Keep notes of what you learned from the
students' attention when needed. process.
▪ Give students time to confuse issues. ▪ Pause judgment
▪ Act as a student facilitator
2. Explore
What teacher should not do? What students should not do?
▪ Give an answer ▪ Let others explore (inactive)
▪ Tell or explain how to work on a problem • Work quietly alone without much
▪ Concluding interaction with others
▪ Tell students they are wrong • Play a lot, careless
▪ Provide information or facts that solve the • Stop browsing when a solution is
problem. found
▪ Guide students step by step to find solutions
3. Explain
To provide students with an opportunity to communicate what they have learned

so far and figure out what it means. Learners begin to communicate what they have
learned. Students describe what they find and draw conclusions.
➢ Link existing knowledge to new discoveries
➢ New understanding of the relationship
➢ Link informal language to official language
3. Explain(Cont)
What teachers should do? What students should do?

▪ Encourage them to explain rules and ▪ Explain possible answers to others
definitions in their own words. ▪ Listen carefully to other people's explanations
▪ Ask for reasons (evidence) ▪ Ask questions about other people's
▪ Listen and create discussions with St ▪ Listen and try to explain the original and can
▪ Provide new definitions, explanations be modified to reflect the new understanding
▪ Use the student-centered experience as ▪ Give reasonable answers
a basis for explaining rules ▪ Use observations to explain
▪ Accept all reasonable answers.
What students should not do?
What teachers should not do? ▪ The unknown explanation has nothing to do
▪ Accept irrational explanations with the old experience.
▪ Neglecting to ask students to explain ▪ Bring irrelevant experiences and examples
▪ Introduce unrelated skills ▪ Accept unreasonable explanations
4. Extend or Elaborate
Provides opportunities for students to apply what they have learned to

new situations and develop a deeper understanding of the concept. It is important
for students to discuss and compare their ideas with each other during this phase.
4. Elaborate(Cont)
Teacher Student
Do & Not Apply new names, definitions, explanations and skills,
Do & Not
Encourage students to practice or command skills in but in a similar situation
new situations Use old information to ask questions, propose
solutions, make decisions, and create experimental
Remind students of other explanations
plans
Have students use existing data and evidence and Make reasonable conclusions from the available
ask questions. evidence
What do you already know? Record observations and explain
Check your understanding with friends or partners
Give clear answers Play a lot, careless and aimless

Tell students they are wrong Do not use old information or evidence (previously)
Lecture Make inferences do not know where to come from
Guide students step by step to find solutions Use only the name given by the teacher in the discussion
Explain how to work in trouble
5. Evaluate
• For both students and teachers to determine how
much learning and understanding has taken place.
• To evaluate Student development to achieve

educational goals.
• Practice in problem-solving (problem-

solving/homework)
• Show accomplished evidence

5. Evaluate(Cont)
• Observe students as they apply new rules and skills
• Assess students' knowledge and skills
Teacher • Look for evidence that students have changed their thoughts or attitudes
• Have students evaluate their own learning and skills
Do
• Ask open-ended questions such as: Why do you think ....?
• Vocabulary test, technical terms / keywords and facts
• Introduce new ideas or regulations
Teacher • Create uncertainty
Not • Create open discussions that are not related to the rules or skills in the lesson.
• Answer open-ended questions using previously accepted evidence observations and explanations
• Demonstrates understanding or command or skill
Student • Evaluate its development and knowledge
Do • Ask relevant questions that may lead to future observations
• Make conclusions without observing evidence and explaining prior acceptance

• Provide only yes or no and only memorized definitions or explanations
Student • Unable to provide an acceptable explanation in his own words
Not • Raise new topics that are not relevant
Summary
Reference
❖Bybee R. W., Taylor J. A., Gardner A., Van Scotter P., Powell J. C., Westbrook A., Landes N.
(2006). The BSCS 5E instructional model: origins, effectiveness, and applications Colorado
Springs: BSCS accessed 10 June 2010
www.bscs.org/curriculumdevelopment/features/bscs5es.html.

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New Generation Pedagogical Research Center

Stream: Teaching Methodology

Presenter: Loeung Kosal TM Instructor: PHE Saorith

• The Biological Science Curriculum Study (BSCS),

• 5Es constructivist learning cycle, helping students build

❑ Students will need time to follow the process.

What teachers should do? What students should do?

• Explain the rules • Ask for the right answer

To provide students with an opportunity to communicate what they have learned

What teachers should do? What students should do?

Provides opportunities for students to apply what they have learned to

Give clear answers Play a lot, careless and aimless

• To evaluate Student development to achieve

• Practice in problem-solving (problem-

• Show accomplished evidence

• Make conclusions without observing evidence and explaining prior acceptance

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