School-Based Echo

Seminar on Pedagogical
Retooling & Critical
Content in the K to 12
Araling Panlipunan
Grade 7,8 & 10
 4A’S OF
LEARNING
TOPIC:MODYUL 3: MGA ISYU AT
HAMONG PANGKASARIAN

KASARIAN SA IBA’T-IBANG LIPUNAN

KONSEPTO NG KASARIAN AT SEX

SIMBOLO, HULAAN MO!!!

CONTENT NG
LARAWAN: IBAT-IBANG
KASARIAN

VICE GANDA
AIZA SEGUERRA
GERALDINE ROMAN
COCO MARTIN
JOEL CRUZ
1. Ano ang ipinahihiwatig ng mensahe ng
mga simbolo?
2. Ano ang naging batayan mo sa daglian
mong pagtukoy sa kahulugan ng bawat
simbolo?
3. Bakit sa palagay mo ganito ang ginamit
na simbolo? Ipaliwanag.

.
Sa ating munisipalidad o
paaralan, may
mahahalintulad ba kayo sa
mga personalidad
na ito kaugnay sa kanilang
oryentasyon
seksuwal at kasarian?

Sino-sino ang mga ito?

Sa anong turo o pananaw
ang maaring gamitin
upang maging batayan
ng pagkilala sa kasarian
ng isang indibidwal?
Dapat bang bigyan ang
bawat tao ng kalayaang
makapili ng seksuwalidad?
Pangatwiranan
CHARITO N. LAGGUI, Ph. D.
Principal III
Sta Rita Elementary School
 This model describes a five-stage teaching sequence that can
be used for entire programs, specific units and individual
lessons.
 The 5 E's is an instructional model based on the constructivist
approach to learning, which says that learners build or
construct new ideas on top of their old ideas.
 The 5 E's can be used with students of all ages, including
adults.
 The 5 E's allows students and teachers to experience common
activities, to use and build on prior knowledge and
experience, to construct meaning, and to continually assess
their understanding of a concept.
 integrates the 5E constructivist
learning cycle to help students build
their own understanding from
experiences and new ideas.
 This model is the work of Rodger
Bybee developed originally for the
Biological Sciences Curriculum Study
(BSCS).
 It has a growing research base and can
be used within integration, Problem-
based Learning (PBL), Project-based
Learning (PjBL), and Universal Design
for Learning (UDL).
 ENGAGE: The
purpose for the
ENGAGE stage is to
pique student interest
and get them
personally involved in
the lesson, while pre-
assessing prior
understanding.
 ENGAGE:
 Create interest and
stimulate curiosity.
 Set learning within a
meaningful context.
 Raise questions for
inquiry.
 Reveal students’ ideas
and beliefs, compare
students’ ideas.
 Activity or multi-modal text used to set context and establish
topicality and relevance.
 Motivating/discrepant experience to create interest and raise
questions.
 Open questions, individual student writing, drawing, acting out
understanding, and discussion to reveal students’ existing ideas and
beliefs so that teachers are aware of current conceptions and can
plan to extend and challenge as appropriate—a form of diagnostic
assessment.
 ENGAGE: This phase of the 5
E's starts the process. An "engage"
activity should do the following:
 Make connections between past and
present learning experiences
 Anticipate activities and focus
students' thinking on the learning
outcomes of current activities.
Students should become mentally
engaged in the concept, process, or
skill to be learned.
 Engage
In the stage Engage, the students first encounter and identify the
instructional task. Here they make connections between past and present
learning experiences, lay the organizational ground work for the activities
ahead and stimulate their involvement in the anticipation of these
activities. Asking a question, defining a problem, showing a surprising
event and acting out a problematic situation are all ways to engage the
students and focus them on the instructional tasks. If we were to make an
analogy to the world of marketing a product, at first, we need to grab the
customer's attention. We won't have their attention unless they have a
need to buy the product. They may be unaware of a need, and in this
case we are motivated to create a need.
 Questions for Consideration for Each Phase
1. Engagement
• The engagement phase of the 5-E model is
intended to provide a focus for the
lesson and to allow the teacher to probe
students’ initial conceptions.
• What do students already know about the
concept?
• What do they want to know?
• What will they explore?
 EXPLORE: The
purpose for this
stage is to get
students involved in
the topic; providing
them with a chance
to build their own
understanding.
 EXPLORE: This phase of
the 5 E's provides students
with a common base of
experiences. They identify
and develop concepts,
processes, and skills.
During this phase,
students actively explore
their environment or
manipulate materials.
 EXPLORE: Provide
experience of the
phenomenon or
concept. Explore and
inquire into students’
questions and test their
ideas. Investigate and
solve problems.
 Open investigations to experience the phenomenon,
collect evidence through observation and measurement,
test ideas and try to answer questions.
 Investigation of text-based materials (for example,
newspaper articles, web-based articles, primary
resources) with consideration given to aspects of critical
literacy, including making judgements about the reliability
of the sources or the scientific claims made in the texts.
 Explore
In the Exploration stage,
• The students have the opportunity to get directly involved
with phenomena and materials. Involving themselves in
these activities they develop a grounding of experience with
the phenomenon. As they work together in teams, students
build a base of common experience which assists them in
the process of sharing and communicating.
• The teacher acts as a facilitator, providing materials and
guiding the students' focus. The students' inquiry process
drives the instruction during an exploration.
 Questions for Consideration for Each Phase

Exploration
• What is the precise concept that students will explore?
• What activities must the children do to become familiar
with the concept?
• What kinds of observations and records should the children
keep?
• What kinds of instructions will the children need?
• How can you give the instructions without telling the
concept?
 EXPLAIN: The purpose
for the EXPLAIN stage
is to provide students
with an opportunity to
communicate what
they have learned so
far and figure out
what it means.
 EXPLAIN:
 This phase of the 5 E's helps students
explain the concepts they have been
exploring. They have opportunities to
verbalize their conceptual
understanding or to demonstrate new
skills or behaviors.
 This phase also provides
opportunities for teachers to
introduce formal terms, definitions,
and explanations for concepts,
processes, skills, or behaviors.
 EXPLAIN:
 Introduce conceptual tools that can be
used to interpret the evidence and
construct explanations of the
phenomenon.
 Construct multi-modal explanations
and justify claims in terms of the
evidence gathered.
 Compare explanations generated by
different students/groups.
 Consider current scientific
explanations.
 Student reading or teacher explanation to access concepts and terms that will
be useful in interpreting evidence and explaining the phenomenon.
 Small group discussion to generate explanations, compare ideas and relate
evidence to explanations.
 Individual writing, drawing and mapping to clarify ideas and explanations.
Formative assessment to provide feedback to teacher and students about
development of investigation skills and conceptual understanding.
 Small group writing/design to generate a communication product (for example,
poster, oral report, formal written report or PowerPoint presentation, cartoon
strip, drama presentation, letter) with attention to form of argumentation, genre
form/function and audience, and with integration of different modes for
representing science ideas and findings.
 Explain
The third stage, Explain, is the point at which the learner begins to put the abstract experience
through which she/he has gone /into a communicable form. Language provides motivation for
sequencing events into a logical format. Communication occurs between peers, the facilitator, or
within the learner himself. Working in groups, learners support each other's understanding as they
articulate their observations, ideas, questions and hypotheses. Language provides a tool of
communicable labels. These labels, applied to elements of abstract exploration, give the learner a
means of sharing these explorations. Explanations from the facilitator can provide names that
correspond to historical and standard language, for student findings and events. For example a child,
through her exploration, may state they have noticed that a magnet has a tendency to "stick" to a
certain metallic object. The facilitator, in her discussion with the child, might at this stage introduce
terminology referring to "an attracting force". Introducing labels, after the child has had a direct
experience, is far more meaningful than before that experience. The experiential base she has built
offers the student an attachment place for the label. Common language enhances the sharing and
communication between facilitator and students. The facilitator can determine levels of
understanding and possible misconceptions. Created works such as writing, drawing, video, or tape
recordings are communications that provide recorded evidence of the learner's development,
progress and growth.
 Questions for Consideration for Each Phase
Explanation
• What kinds of information or findings should the
children talk about?
• How can you help students summarize their
findings?
• How can you guide the students and refrain from
telling them what they should have found, even if
their understanding is incomplete?
• What concept “labels” should the children discover?
• Why is the concept important?
 ELABORATE: The
purpose for the
ELABORATE stage is
to allow students to
use their new
knowledge and
continue to explore
its implications.
 ELABORATE: This phase
of the 5 E's extends students'
conceptual understanding and
allows them to practice skills
and behaviors. Through new
experiences, the learners
develop deeper and broader
understanding of major
concepts, obtain more
information about areas of
interest, and refine their skills.
 ELABORATE:
 Use and apply concepts and
explanations in new contexts to
test their general applicability.
 Reconstruct and extend
explanations and
understanding using and
integrating different modes,
such as written language,
diagrammatic and graphic
modes, and mathematics.
 Student-planned investigations, exercises, problems or
design tasks to provide an opportunity to apply, clarify,
extend and consolidate new conceptual understanding
and skills.
 Further reading, individual and group writing may be
used to introduce additional concepts and clarify
meanings through writing.
 A communication product may be produced to re-
represent ideas using and integrating diverse
representational modes and genres consolidating and
extending science understanding and literacy practices.
 Elaborate
In stage four, Elaborate, the students expand on the concepts they have learned,
make connections to other related concepts, and apply their understandings to
the world around them. For example, while exploring light phenomena, a learner
constructs an understanding of the path light travels through space. Examining a
lamp post, she may notice that the shadow of the post changes its location as the
day grows later. This observation can lead to further inquiry as to possible
connections between the shadow's changing location and the changes in direction
of the light source, the Sun. Applications to real world events, such as where to
plant flowers so that they receive sunlight most of the day, or how to prop up a
beach umbrella for shade from the Sun, are both extensions and applications of
the concept that light travels in a straight path. These connections often lead to
further inquiry and new understandings.
Elaborate
• How can you connect with children's prior experiences?
• How does the concept relate to the AP program goals?
• What questions can be used to encourage discovery of the
concept's importance?
• What new experiences will help to apply or expand the
concept?
• What is the next concept related to the present one?
 EVALUATE: The
purpose for the
EVALUATION stage is
for both students
and teachers to
determine how much
learning and
understanding has
taken place.
 EVALUATE: This phase
of the 5 E's encourages
learners to assess their
understanding and
abilities and lets teachers
evaluate students'
understanding of key
concepts and skill
development.
 EVALUATE:
 Provide an opportunity for
students to review and
reflect on their own learning
and new understanding and
skills.
 Provide evidence for
changes to students’
understanding, beliefs and
skills.
 Discussion of open questions or writing and
diagrammatic responses to open questions—may
use same/similar questions to those used in Engage
phase to generate additional evidence of the extent
to which the learning outcomes have been achieved.
 Reflections on changes to explanations generated
in Engage and Evaluate phases to help students be
more metacognitively aware of their learning.
 Evaluate
• Evaluate, the fifth "E", is an on-going diagnostic process that allows the teacher to determine if the
learner has attained understanding of concepts and knowledge.
• Evaluation and assessment can occur at all points along the continuum of the instructional
process. Some of the tools that assist in this diagnostic process are: rubrics (quantified and
prioritized outcome expectations) determined hand-in-hand with the lesson design, teacher
observation structured by checklists, student interviews, portfolios designed with specific
purposes, project and problem-based learning products, and embedded assessments.
• Concrete evidence of the learning proceed is most valuable in communications between students,
teachers, parents and administrators. Displays of attainment and progress enhance understanding
for all parties involved in the educational process, and can become jumping off points for further
enrichment of the students' education.
• These evidences of learning serve to guide the teacher in further lesson planning and may signal
the need for modification and change of direction. For example, if a teacher perceives clear
evidence of misconception, then he/she can revisit the concept to enhance clearer understanding.
If the students show profound interest in a branching direction of inquiry, the teacher can consider
refocusing the investigation to take advantage of this high level of interest.
Evaluation
• What are the appropriate learning outcomes you should
expect?
• What types of hands-on evaluation techniques can the children
do to demonstrate the basic process skills?
• What techniques are appropriate for children to demonstrate
the integrated process skills?
• How can pictures help children to demonstrate how well they
can think through problems?
• What types of questions will help children to reflect on what
they have discovered?
 COMPARISON BETWEEN THE 5E LEARNING MODEL AND PART IV:
PROCEDURES OF THE DLL
Part IV: Procedures 5E Learning Model

A. Reviewing previous lesson or presenting the new lesson. Engage

B. Establishing a purpose for the lesson. Engage
C. Presenting examples/ instances of the new lesson. Engage
D. Discussing new concepts and practicing new skill #1. Explore
E. Discussing new concepts and practicing new skill #2. Explore
F. Developing mastery. Explain
G. Finding practical applications of concepts and skills in daily living. Elaborate

H. Making generalizations and abstractions about the lesson. Explain/ Elaborate

I. Evaluating learning. Evaluate

J. Additional activities for application and remediation. Elaborate
DEPARTMENT OF EDUCATION
BLOOMS Levels of Students Teachers
Thinking

Creating The learner creates new ideas and information using what The teacher plans and implements new approaches and
has been previously learned. improvements based on previous experience or new
information.

Evaluating The learner makes decisions based on in-depth reflection, The teacher reflects upon data. Interprets
criticism and assessment. strengths/weaknesses and plans improvements.

Analyzing The learner breaks learned information into its parts to The teacher seeks feedback on their own and their student’s
best understand that information. performance. Collects data.

Applying The learner makes use of information in a context different The teacher develops and applies effective programs and
from the one in which it was learned. strategies to ‘Teach’ the discipline.

Understanding The learner grasps the meaning of information by The teacher has an overview of the discipline, effective
interpreting and translating what has been learned. learning approaches and links to the whole curriculum.

Remembering The learner is able to recall, restate and remember learned The teacher is aware of the basic content and teaching
information. methodologies in a discipline.
5 E’s Planning for student learning Planning for teacher learning
Evaluate: This phase of the 5 E's encourages learners to assess their Teachers evaluate the effectiveness of their programs and
understanding and abilities and lets teachers evaluate students' their performance through the lenses of student
understanding of key concepts and skill development. achievement.

Elaborate: This phase of the 5 E's extends students' conceptual understanding and Teachers reflect upon their practice and hone their skills.
allows them to practice skills and behaviours. Through new experiences, Teachers increase the depth of their understanding of
the learners develop deeper and broader understanding of major both their disciplines and teaching methodologies.
concepts, obtain more information about areas of interest, and refine their
skills.

Explain: This phase of the 5 E's helps students explain the concepts they have Teachers implement programs, try things out. They
been exploring. They have opportunities to verbalize their conceptual explain to students. They demonstrate new skills and
understanding or to demonstrate new skills or behaviors. This phase also behaviours.
provides opportunities for teachers to introduce formal terms, definitions,
and explanations for concepts, processes, skills, or behaviors.

Explore: This phase of the 5 E's provides students with a common base of Teachers explore resources available to them, text books,
experiences. They identify and develop concepts, processes, and skills. curriculum standards, online resources. They work in
During this phase, students actively explore their environment or teams learning from each other. They plan programs and
manipulate materials. lessons

Engage: This phase of the 5 E's starts the process. An "engage" activity should do
the following:
1. Make connections between past and present learning experiences
2. Anticipate activities and focus students' thinking on the learning
outcomes of current activities. Students should become mentally
engaged in the concept, process, or skill to be learned.
Teacher’s become engaged through personal interest,
planned or accidental learning.
Teachers are often coerced to be engaged through
DEECD and school level requirements e.g. VELS,
assessment, teacher shortage, school initiatives.
Engage - students encounter the material, define their questions, lay the groundwork
for their tasks, make connections from new to known, identify relevance
Explore - students directly involved with material, inquiry drives the process, teamwork
is used to share and build knowledge base
Explain - learner explains the discoveries, processes, and concepts, that have been
learned through written, verbal or creative projects. Instructor supplies resources,
feedback, vocabulary, and clarifies misconceptions
Elaborate - learners expand on their knowledge, connect it to similar concepts, apply it
to other situations - can lead to new inquiry
Evaluate - on-going process by both instructor and learner to check for understanding.
Rubrics, checklists, teacher interviews, portfolios, problem-based learning outputs, and
embedded assessments. Results are used to evaluate and modify further instructional
needs.