How the 5E Instructional Model Helps Support Inquiry-Based Learning

Denton ISD. (2016). The 5E Instructional Framework for Secondary Academics. [Infographic]. Retrieved from http://www.dentonisd.org/Page/185

The above infographic does a great job at summarizing the 5E Instructional Model for learning. The creator of the infographic, Denton ISD, a school district in Texas, also has a great accompanying PDF that further describes each part of the model, specific student behavior (questions & actions), and what the teacher can/should be doing to facilitate each part.

Inquiry-based learning is built on the foundation of students being at the center of their learning, having more ownership and involvement in their learning, and solving relevant investigations to develop deeper understandings and skills for life. The 5E Instructional Model definitely helps this method of learning, and puts some structure on it. To see how exactly that happens, we need to better understand how the 5E Instructional Model works.

As all teachers know, the best place to accurately understand something is to go to the primary source. So, most of my time learning about the 5E Instructional Model was from its creators, BSCS (Biological Studies Curriculum Study). I'm surprised that I hadn't heard of it before, even though it was created in 1987. But that just goes to show that there is a LOT of helpful information out there just waiting for discovery - by me and my students! Here is a quick and simple overview video of the 5Es from their site:

After taking time to watch some of the videos from BSCS and reading their descriptions, I tried my hand at defining each part of the model in my own words. I also included an example of how each would be used in a 4th grade science lesson on magnetism:

ENGAGE: The teacher connects students' prior knowledge to a new topic/concept to be investigated and understood. Students are drawn into the topic with an interesting 'hook' that pertains to their lives and heightens their curiosity.
This could happen by a teacher pulling out Doodle Magnetic Drawing Boards for students' to draw with and connect prior experiences with it and the topic under study - magnetism.

EXPLORE: This is when students are given the time, tools, and means to have a more in-depth, hands-on experience related to the topic so that they can prove/disprove pre-conceptions and create new understandings about the topic. 
This could happen by giving students a variety of magnets (including magnetic rocks), iron filings, and other materials that help them see and experience how magnetism works and what affects it's strength and forces.

EXPLAIN: Students are given the opportunity to share their observations and new understandings about the topic based on their explorations. The teacher/text can also provide some more explanation(s) to deepen the students' understanding.
This could happen by having students pair-share, document their learning in a journal/lab book, discuss their findings as a whole class, or even compare their observations and conclusions to a text or the teacher's knowledge.

ELABORATE: Students are challenged to take what they've learned through their explorations and explanations, and apply it to a more complex task, question, or investigation. Students develop a deeper understanding of the topic through a more rigorous and informed investigation.
This could happen by the teacher challenging the students to perform a multi-faceted investigation. The success and understanding of it will depend on utilizing everyone's skills and knowledge related to the topic. 


EVALUATE: The teacher and the students assess how the students performed during the investigation, what they ultimately discovered, what skills and understandings they developed and/or mastered, and what they proved/disproved.

This could happen by the teacher and students using a rubric or checklist. It could also involve a round-table discussion and analysis of each group's investigation results and performance.

Thumb Up. Social media and network concept.. [Clip Art].
Retrieved from Encyclopædia Britannica ImageQuest. 
http://quest.eb.com/search/186_1623253/1/186_1623253/cite

I really like the 5E Instructional Model because from my experience in the classroom, it really makes sense for a flow of learning, especially with science investigations. Because science investigations are best done using the scientific method and empowering students to learn as they experiment and observe with hands-on materials, the 5E lends itself perfectly to helping accomplish that. The ENGAGE part helps first connect students' background knowledge with the upcoming investigation. The EXPLORE part involves the kids in 'getting their hands dirty' in learning with their scientific investigation. The EXPLAIN part helps students show and articulate their evidence-based learning with peers, which helps cement in their mind what they've learned. It also provides students with strong motivation to further their understanding with research to prove or disprove other questions they have. The ELABORATE part challenges students to take their learning to the next level by applying their investigation in more real-world ways. This is Inquiry-based learning at its best, because the students are seeing how their learned knowledge and skills can help solve a real problem. The EVALUATE part hopefully provides an authentic audience who can listen to and/or view the students' findings, and give helpful feedback to affirm their work and propel them towards deeper understanding and improved methods for future investigations.

Overall, the 5E Instructional Method complements and helps accomplish inquiry-based learning with a deeper, more organized methodology.