.” “If kids come to us from strong, healthy functioning families, it makes our job easier. If they do not come to us from strong, healthy, functioning

families, it makes our job more important.”

-Barbara Colorose 

s of 4A’s Lesson Planning

4 A’s in Lesson

planning

ACTIVITY-Activate Prior Knowledge-Access prior knowledge/activate students’ schemas

Methods: Gallery walk Brainstorming Concept mapping Games Q&A

ANALYSIS/ABSTRACTIONAcquire new knowledge Promote higher order thinking – enable

students to make connections and interconnections between the course

material and real life experiences Foster inquiry throughout lessons and

among students

Methods: Leaning logs Guest speakers Mini lessons Active reading Viewing + listening Note making Group discussions □ Journals Visual representations

□ Role play□ Think/pair/share

ApplicationConsolidate what has been learned

and make it relevantMethods:Learning logs Exit Slips Sharing of products Debriefing on process

Performances Publications Real world activities Scenario Simulation Demonstration Case study

Assessment• Assess what has been learned and what needs to be further developed

METHODS:

□ Gallery walk□ Brainstorming□ Concept mapping□ Leaning logs□ Guest speakers□ Mini lessons□ Active reading

□ Learning logs□ Exit Slips□ Sharing of products□ Debriefing on process□ Quizzes□ Open and closed book tests□ Think/pair/share□ Small conferences

INTEGRATION OF 5 E’S

The 5 E lesson basically supports inquire based

instruction. It allows children to make

discoveries and to process new skills in an engaging way. Teachers can also adequately plan power

objectives more effectively by using the 5E process.

Children are not just learning with this method

they are more knowledgeable about their

own metacognition, as they are coached along

and not dictated by teachers merely lecturing.

. The role of the teacher is to facilitate and support

students as they use prior knowledge to build new

knowledge. The 5 Es are: Engage, Explore, Explain,

Elaborate and Evaluate. When planning a lesson each of

these areas should be completed. Often times these lessons may take a few days

to complete

PHASES OF 5 E’S:EngageMake connections between past

and present learning experiencesAnticipate 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.

These lessons mentally engage the students with an event or question. Engagement activities help students to make connections with what they know and can do.

What the Teacher Does Creates interest Generates curiosity Raises questions Elicits responses that uncover what the

students know or think about the concept/topic

What the Student Does

Asks questions, such as Why did this happen? What do I already know about this? What can I find out about

this?Shows interest in the topic

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.

What the Teacher Does Encourages the students to work together

without direct instruction from the teacher

Observes and listens to the students as they interact

Asks probing questions to redirect the students’ investigation when necessary

Provides time for students to puzzle through problems

Acts as a consultant for students

What the Student Does Thinks freely, but within the limits of the

activity Tests predictions and hypothesis Forms new predictions and hypotheses Tries alternatives and discusses them with

others Records observations and ideas Suspends judgment

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.

What the Teacher DoesEncourages the 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

What the Student DoesExplains possible solutions or answers to

othersListens critically to one another’s

explanationsQuestions one another’s explanationsListens to and tries to comprehend

explanations the teacher offersRefers to previous activitiesUses recorded observation in explanations

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.

What the Teacher Does Expects the students to use formal labels,

definitions, and explanations provided previously Encourages the students to apply or extend the

concepts and skills in new situations Reminds the students of alternative explanations Refers the students to existing data and

evidence and asks: What do you already know? Why do you think…? (Strategies from Explore apply here also.)

What the Student Does Applies new labels, definitions,

explanations, and skills in new, but similar situations

Uses previous information to ask questions, propose solutions, make decisions, design experiments

Draws reasonable conclusions from evidence

Records observations and explanations Checks for understanding among peers

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. 

What the Teacher Does Observes the students as they apply new

concepts and skills Accesses students’ knowledge and/or skills Looks for evidence that the students have

changed their thinking or behaviors Allows students to access their own

learning and group-process skills Asks open-minded questions, such as Why

do you think…? What evidence do you have? What do you know about it? How would you explain it?

What the Student Does

Answers open-ended questions by using observations, evidence, and previously accepted explanations

Demonstrates an understanding or knowledge of the concept or skill

Evaluates his or her own progress and knowledge

Asks related questions that would encourage future investigations