7‘E

“
“What I hear, I forget.
What I hear and see, I remember a little.
What I hear, see, discuss and do, I acquire
knowledge and skill.
What I teach to another, I master.”
Silberman, 1996

2
Bring Me!
OPEN YOUR BAG…
GET THE OBJECTS
THAT START IN “e”.
(as many as you can)
3
The Hows and
Whys of 7Es

4
The Tale of the
Learning Cycles

5
5E 4A 7E
6
 5E, 7E, and 4A Learning Cycles
ELICIT

ENGAGE ACTIVATE PRIOR KNOWLEDGE

ENGAGE

EXPLORE EXPLORE

ACQUIRE NEW KNOWLEDGE

EXPLAIN EXPLAIN

ELABORATE APPLICATION
ELABORATE
EVALUATE
EVALUATE ASSESMENT

EXTEND 7
 8
https://educatingmatters.files.wordpress.com/2012/04/picture21.jpg
EFFECTIVENESS OF 5E LEARNING CYCLE

• Enhancing mastery of subject matter

• Developing scientific reasoning
• Cultivating interest in science and interest in
learning science
• Increasing student achievements
• Securing permanence of knowledge

9
7Es and the New
Science of
Learning
10
ELICIT

ELICIT

ELICIT

ELICIT

ELICIT
One Word, Multiple
ELICIT

ELICIT
Meanings
ELICIT
Workshop 1
ELICIT

ELICIT
ELICIT 11
LIVING THINGS

12
ELICIT
• activating students’ prior
knowledge
• can find out what the students
know by eliciting responses
• a good opportunity to deal with
students misconceptions
13
MRS GREN is an acronym often
used to help remember all the
necessary features of living
organisms: Movement,
Respiration, Sensitivity, Growth,
Reproduction, Excretion and
Nutrition. 14
Science of How We Learn
• Prior knowledge is
needed to master new
ideas.
15
ELICIT ACTIVITIES
• Graphic Organizers (e.g.KW)
• Brainstorming/brain dumping
• Sketchstorm
• “Quick Quizes, MCQs, Post-it
notes, mini whiteboards
16
ENGAGE

ENGAGE

Catch me…
ENGAGE

ENGAGE

ENGAGE

ENGAGE

ENGAGE
if you can
ENGAGE
ENGAGE
Workshop 2
ENGAGE
ENGAGE 17
A free-falling object has an
acceleration of 9.8 m/s/s, downward
(on Earth). The average reaction
time for humans is 0.25 seconds to a
visual stimulus, 0.17 for an audio
stimulus, and 0.15 seconds for a touch
stimulus.
18
ENGAGE
• hooking students’ interests; making
students wonder
• stage to engage interest and curiosity
• to raise “The BIG questions” and
provide the “HOOK” for why the
students need to learn.
19
Science of How We Learn
• The mind has to be
active in order to
learn.
20
ENGAGE ACTIVITIES
• Demonstration
• Puzzle/Discrepant event
• Game
• Reading Activity
• Video

21
EXPLORE

EXPLORE

EXPLORE

EXPLORE

EXPLORE
Lets create
EXPLORE
Workshop 3
EXPLORE

EXPLORE
EXPLORE

EXPLORE
EXPLORE 22
EXPLORE
• give opportunities to work together
• As the teacher, you should set up the task, but
then become the FACILITATOR, helping
students by asking questions and observing.
• This is an opportunity for students to test their
predictions, solve problem , research,
ultimately find out themselves.)
23
Science of How We Learn
• The more the self is involved,
the deeper the processing.
Allows students to experience
science phenomenon first
hand 24
EXPLORE ACTIVITIES
• Laboratory activity
• Simulation
• Problem solving
• Determining patterns from a set of
data
• Constructing a model
25
EXPLAIN

EXPLAIN • Explain providing

EXPLAIN
substantial discussion and
EXPLAIN

EXPLAIN
activities for concept
EXPLAIN development
EXPLAIN
• explore stage to help them
EXPLAIN
EXPLAIN build a concept
EXPLAIN
EXPLAIN 26
• encourage the students to explain
concepts and definitions in their
own words (HOTS)
• ask for justification and clarification
before providing them with new
labels, definitions and theory
27
Science of How We Learn
•New ideas that are
meaningful, relevant, and
timely tend to be more
durable. 28
EXPLAIN ACTIVITIES

• Logically sequenced questions

• Context-‐based examples
• Videos /Pictures
• Stories
• Demonstrations
• Pattern recognition

29
ELABORATE
• Exposing students to
ELABORATE

ELABORATE
alternative and more
ELABORATE advanced applications
ELABORATE • make connections not just in
ELABORATE

ELABORATE
the subject/ideas studied but
ELABORATE also beyond
ELABORATE

ELABORATE
• apply ideas/generalise and
ELABORATE transfer principles
30
Science of How We Learn
We learn well when we
experience multimodal
inputs to learning.
31
Elaborate Activities
• Real-‐world examples
• Applications in other fields
• Filipino Scientists

32
EVALUATE

EVALUATE

EVALUATE • assessing learning

EVALUATE outcomes
EVALUATE
• evaluate the learning that has
EVALUATE

EVALUATE
occurred.
EVALUATE • include self-reflection and
EVALUATE

EVALUATE
evaluation from the student.
EVALUATE 33
Science of How We Learn
Beginners need corrective
feedback based on content
knowledge as well as
assurance. 34
Evaluate Activity
Creative Output
• Sound creation
• literary piece
• art installation
• product
quiz Game 35
EXTEND
• assessing learning
EXTEND

EXTEND
outcomes
EXTEND • giving remedial/enrichment
EXTEND activities to
resolve/enhance students’
EXTEND

EXTEND

EXTEND understanding
EXTEND

EXTEND
• include self-reflection and
EXTEND evaluation from the student.
36
EXTEND

EXTEND

EXTEND

EXTEND • include self-reflection and

EXTEND evaluation from the student.
EXTEND

EXTEND

EXTEND
EXTEND

EXTEND
EXTEND 37
Science of How We Learn
The mind sheds
isolated facts very
rapidly.
Shifts in Pedagogies
and Assessments

39
• Wisdom in Groups
Collaboration Communication
• Value of Creating
Creativity and Critical Thinking
• Learning anywhere, everywhere
ICT Literacy Self directedness
40
RUBRICS IN
ASSESING
ACTIVITY

41
FLUENCY –
How many possible solutions have your group generated?
Criterion
4 Exceeds expectations -Many possible solutions have
been generated
3 Meets expectations - Some possible solutions have been
generated
2 Nearly meets expectations - Few possible solutions
have been made
1 Below expectations- Nearly no possible solutions have
been generated. 42
FLEXIBILITY/DIVERSITY OF IDEAS
Diversity of Ideas How diverse/ varied are the identified possible solutions?

Criterion
4 Exceeds expectations - A wide variety of solutions have
been made
3 Meets expectations - There is variety in the possible
solutions that have been identified.
2 Nearly meets expectations - There is little variety in the
possible solutions that have been identified.
1 Below expectation - There is no variety in the possible
solutions that have been identified.
43
ORIGINALITY
How unique are your offered solutions?

Criterion
4 Exceeds expectations -Solutions are very novel and unique.
3 Meets expectations -Solutions are novel and unique.
2 Nearly meets expectations -Solutions are somehow novel
and unique
1 Below expectations – Students are not able and unique

44
ELABORATION/COMPLEXITY OF IDEAS
How complex or detailed are the solutions
proposed by the group?
Criterion
4 Exceeds expectations -Details of proposed solutions are
discussed thoroughly.
3 Meets expectations - Details of proposed solutions are
discussed.
2 Nearly meets expectations - Few details of proposed
solutions are discussed.
1 Below expectations-. Nearly no details of proposed
solutions are discussed45
“The effects of a very good or poor teacher
spill over into later years, influencing
student learning for a substantial period of
time, and the effects of multiple teachers in
a row who are similarly effective or
ineffective produce large changes in
students’ achievement trajectories ”.
(Darling-Hammond, Wei, Johnson, 2009, p. 614)
46
Thank you very much.

ELIZALDE B. PATULOT
Balete Central School-2019

47
Credit to:
Sheryl Lyn C. Monterola, Ph.D.
University of the Philippines – College of Education
scmonterola@up.edu.ph

https://educatingmatters.wordpress.com/the-6-es-of-lesson-planning/

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