Teacher Training–Aroroy Teachers May 24,2018

5E’s/7E’s
Miguel C. Cano
“Contextualization” Part 4
(Methodology)

As per DepEd Memo No. 42 s of 2016

5E – Elementary
7E -- HS
ENGAGE
• Get their attention and find out what they know. This will
mean in some way making it relevant to them.
• Invoke curiosity, excitement, wonder. Make them feel as
well as intellectually recognise the relevance.
ELICIT
• Eliciting prior understandings is a necessary
component of the learning process.
• It will often mean identifying pre- or mis-
conceptions. This will probably be your lesson
starter, perhaps in the twin stages of setting the
scene and gauging their current level of
understanding.
EXPLORE
• This is the stage where the students become actively
involved in hands-on process. They communicate and
collaborate to develop a strategy that addresses the
posed problem. Emphasis is placed on inquiry and
hands-on investigation

• Provides opportunity to observe, record data, isolate

variables, design and plan experiments, create graphs,
interpret results, develop hypotheses, and organize their
findings
EXPLORE
• designing and carrying out their own investigations
• taking part in demonstrations
• considering hypothetical situations (thought experiments)
• discussing advantages and disadvantages of methods or technologies
• observing the natural world
• describing events and experimental results
• drawing conclusions from recorded material, whether sample data,
industrial processes or documentary videos
EXPLAIN
• Students are introduced to models, laws, and
theories during the explain phase. Students
summarize results in terms of these new theories
and models. New vocabulary may be introduced.

• Their experience and understanding of concepts ,

processes, and hands-on skills are strengthened at
this point
ELABORATE
• This provides an opportunity for students to apply
their knowledge to new domains, which may
include raising new questions and hypotheses to
explore.
• This may include related numerical problems for
students to solve
• This is related to “transfer of learning” (
Thorndike, 1923)
EXTEND
• The explanation is now extended to other
situations, questions, or problems.
• Extension reveals the application and implication
of the internalized explanation
• Extension may involve connections to other
curriculum areas
EVALUATE
• Both formative and summative evaluations of
student learning
• Students should also be asked to design an
experiment as part of their assessment
• Measurement of students’ performance