Reflection 3 - 5e Instructional Model
Reflection 3 - 5e Instructional Model
Reflection 3 - 5e Instructional Model
Reflective Journal
5E Instructional Model
One of the most significant aspects of the 5E instructional model that I now understand is
the true method of its application in the classroom. I first attempted the 5E instructional model
for one of my teaching practice sessions. Being very ambitious, I researched this instructional
model, identified the meaning of the five Es (engagement, exploration, explanation, elaboration,
and evaluation), and attempted to integrate it into a lesson. In doing so, I created a concise
lesson, and executed it in the classroom. The students were definitely engaged during the course
of the class session, and I considered its execution a success. However, it was only at the post
conference I recognized the errors in my application of the model. During the teaching session, a
lot of time was spent on explanations before the students were allowed to conduct their
experiment. It was suggested that the first section ideally focus on the students solving the
problem themselves; and feedback and explanations should be reserved for the Elaborate
section. In addition, for a typical enquiry process, there must be comparisons during problem
This realization helped me to understand the principles upon which the 5E instructional
to that of others. I briefly explained what can occur in an attempt to quell their curiosity;
however, I only allowed them to experiment using a single set-up I provided them with. In doing
so, I did not truly execute the exploration phase of this model. Bybee et al. (2006) explains that
Exploration experiences provide students with a common base of activities within which current
concepts, processes, and skills are identified and conceptual change is facilitated. Learners may
DEVRANI NARINE-GADAR 04740401 2
complete lab activities that help them use prior knowledge to generate new ideas, explore
questions and possibilities, and design and conduct a preliminary investigation. Instead of
providing students with multiple common activities, I provided them with only one. Additionally,
I did not allow students to explore their own questions and suggested possibilities through
investigation, as I only allowed them to conduct the single activity I wanted them to. In essence,
by limiting the activities to only what I wanted, students were only able to grasp the basic
concept of the planned lesson, and were hindered from comprehending core related principles. I
therefore limited the students in what they were capable of accomplishing on their own.
The 5E Instructional Model also has specific goals: (i) Mastery of subject matter, (ii)
Scientific reasoning, (iii) Understanding of the nature of science, (iv) Interest in science, (v)
skills, and (vii) development of teamwork skills (Bybee et al., 2006). Had I also researched and
understood these core goals of this enquiry model, I would have been more aware of how to plan
my lesson to accomplish all of these. In retrospect, I once again prevented students from
experiencing maximum scientific reasoning in this lesson as I did not allow them to experiment
Now that I am more aware of the principles and goals of this type of enquiry, I will
definitely change the way I approach and construct a lesson plan for the 5E model. I only now
understand that the 5Es (engagement, exploration, explanation, elaboration, and evaluation) go
beyond the basic meaning of each associated word, but must fulfill all the requirements of each
phase, as specified by Bybee et al. (2006). In addition, I also now understand that in order for
this model to be successfully executed, all of its goals must be fulfilled during the course of the
lesson. I truly appreciate the errors I made during my lesson delivery, as it has benefited me by
DEVRANI NARINE-GADAR 04740401 3
making me more aware of the nature of this enquiry model; and allowed me to gain greater
insight so that I can apply it correctly within my lesson plans and class sessions.
This insight and enhanced understanding of the 5E Instructional Model will definitely be
useful in future teaching practice and class sessions. It will allow me to let students be creative,
and explore their curiosities via experimentation; and therefore enable them to enjoy the benefits
of obtaining scientific knowledge, especially when they make discoveries on their own. Also, as
it was difficult for me at first to fully grasp the true concept of this model, this enhanced
understanding will also better equip me with the knowledge to assist others who intend to
attempt this type of enquiry. The 5E Instructional Model is definitely one that I will continue to
incorporate into my teaching as it provides students with the main benefits of scientific enquiry
Devrani, I know the lesson as I viewed it. It was the lesson on filtration obtaining clean water
from muddy water. However someone else reading the journal would find it difficult to make
sense of this entry. Can you do a brief overview of the lesson maybe just a paragraph. Its not
so much having one activity, but providing sufficient material for problem solving in this case
how to separate clean water from a mixture. I think referring directly to the activities would
Have you tried a 5E since the lesson? Your insight into the 5 goals I spot on. I think particularly
Bibliography
DEVRANI NARINE-GADAR 04740401 4
Bybee, R.W., Taylor, J.A., Gardner, A., Van Scotter, P., Powell, J.C., Westbrook, A., Landes, N.
https://www.bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_Model-
Executive_Summary_0.pdf