RODRIGO T.

DOMINGO
SHS-Teacher III
San Pedro Apartado National High School
Adopted From: Dr. Mary Grace Dulay
 IMPORTANT WORDS:

Contextualization
Interdisciplinary

7E Model
Learning Goals:
• – Review the parts of the 7-E Instruction Model
• – Experience a 7-E lesson with special emphasis
on the essence of each E
• – Become familiar with components of 7-E
Instructional Model and strategies used for
implementation
CONTEXTUALIZE
CONTEXTUALIZE
Getting Ready!
 Elephant Leg Illusion
How many legs does this elephant have

http://www.123opticalillusions.com/pages/right-or-left.php
 Wavy Lines Illusion
Are these lines curved, or straight and parallel?

http://www.123opticalillusions.com/pages/wavy.php
 What do you see?.
What do you see, a jazzy musician or a pretty lady?

http://www.123opticalillusions.com/pages/opticalillusions34.php
 Double Imaging Picture
Do you see the profile of a face, or an Eskimo looking into
a cave?

http://www.123opticalillusions.com/pages/opticalillusions34.php
 The Color Quiz
Look at the chart and say the color, not the word

http://www.123opticalillusions.com/pages/opticalillusions36.php
7-E Instruction Model
 Using the illustrations below, can you list the
name of each “E” and describe it’s focus?

Engage
E
EExplore
EExplain

EElaborate
EEvaluate
 Throwback with 5E
• An instructional model
Model • Learning cycle

• Scaffold (temporary structure)

Technique • Planned and developed prior to instruction

• New Science and Health Curriculum

BSCS 5E
Instructional • Rodger W. Bybee in the 1980s
Model
Expanding the 5E
E – search
(Chessin and
Moore 2004)

E – express (Duran
et. al, 2011)

E – elicit/E –
extend (Eisenkraft
2003)
 Fish bone Model

Behaviorism Experiential Inquiry-based

Learning Instruction

7E
Science Learning
Cycle
Instruction Model

Cognitivism Cooperative Constructivism

Learning
7E MODEL
1st Phase
ELICIT
 Elicit Phase
symbol to indicate
the importance of
Elicit description the phase

• accessing prior knowledge

• generating enthusiasm for the
subject matter
• identifying pre-conceptions,
misconceptions
2nd Phase
ENGAGE
 ENGAGE Phase
symbol to indicate
the importance of
Engage description the phase

• focus student’s attention

• stimulate thinking
• generate interest
• access prior knowledge
• frame the learning
Engage: Teacher Role
• Create Interest
• Motivate
• Ask for student’s input
• Hook content to student interest
• Connect to prior knowledge
• Create emotional connection
• Raise questions and encourage response
 Engage: Activities
 Manipulative activity
 Analyze an illustration
 Interactive Reading
 KWL
 Brainstorming Activity
 Connect past and present
3rd Phase
EXPLORE
 EXPLORE Phase
Explore description symbol to indicate
the importance of
the phase

• Discover new skills

• Experience, Think and Investigate
• Probe, Inquire, Collect Information
• Question, Test, Make Decisions
• Establish Relationships and
Understanding
• Problem Solve
 Explore: Teacher Role
• Facilitate the learning
• Incorporate strategies for all learning styles
• Observe and listen to the students as they
interact
• Ask probing questions
• Redirect the students when needed
• Structure time
• Encourage cooperative learning
 Explore: Activities
• Perform an Investigation
• Read to Collect Information
• Construct a Model
• Learn and practice a skill
• Manipulate data/information
• Solve a Problem
• Participate in Discussion
• Cooperative Learning Activities
4th Phase
EXPLAIN
 EXPLAIN Phase symbol to indicate
the importance of

Explain description the phase

• Analyze exploration
• Communicate New Understandings
• Understanding is clarified and modified
through a reflective activity
• Concepts, processes or skills become
plain, comprehensible and clear
• Define terms relative to the learning
Explain: Teacher Roles
• Encourage the students to explain concepts
and definitions in their own words
• Ask for clarification and justification
(evidence)
• Provide definitions, new words, and
explanations
• Use students’ previous experiences as basis
for explaining concepts
 Explain -Activities
• Student Analysis & Explanation
• Demonstration with Student Talk
• Supporting Ideas with Evidence
• Graphic Organizers – Thinking Maps
• Structured Questioning, Reading and
Discussion
• Thinking Skill Activities: compare, classify,
summarize, error analysis, and interprets
 5th Phase
ELABORATE
 ELABORATE Phase
• Expand and solidify student thinking
• Apply new learning to a new or similar
situation
• Provide reasonable conclusions
• Use new information in a real-world situation.
• Extend and explain concept being explored
• Communicate new understanding with
formal academic language
 Elaborate: Teacher Roles
• Use previously learned information as a
vehicle to enhance additional learning
• Encourage the students to apply or extend the
concepts and skills in new situations
• Encourage students to use new terms and
definitions
• Act as a consultant
 Elaborate: Activities
• Problem Solving within a new context
• Decision Making
• Experimental Inquiry
• Thinking Skill Activities: compare, classify,
apply, judge, conclude, synthesize and
extend
• Extended Reading
 6th Phase
EVALUATE
 EVALUATE Phase
Evaluate description
• Shows evidence of accomplishment
• Allows the teacher to assess student
performance and/or understandings of
concepts, skills, processes, an applications.
• Demonstrate understanding of new concept
by observation or open-ended response.
symbol to indicate
the importance of
the phase
 Evaluate: Teacher Roles
 Encourage students to assess their own learning
 Ask open-ended questions, such as:
 – Why do you think …. ?
 – What evidence do you have regarding …. ?
 – What do you know about …. ?
 – How would you explain …. ?
 Evaluate Activities
• Activities scored using a rubric
• Performance assessment
• Produce a product
• Journal entries
• Peer Feedback Response
• Problem-based Learning Scenarios
• Portfolio
• Bloom’s Higher Level Questioning
7th Phase
EXTEND
 EXTEND Phase
symbol to indicate
the importance of
Extend description the phase

• Remind teachers of the

importance for students to practice
the transfer of learning
• Knowledge is applied into new context
 Extend Activities
• Activities scored using a rubric
• Performance assessment
• Produce a product
 ELICIT
THE PRESENTATION

Readiness Purpose New Concepts

ENGAGE

EXPLORE

ACTIVITIES HOMEWORK
(To Search-Think, Do It-Explore) (Consider-Find)

EXPLAIN

ELABORATE

Exercise Answer Enrichment- Having The Knowledge

EVALUATE
Laboratory Activity Vital Examples

EXTEND
 INTEDISCIPLINARY
CONTEXTUALIZATION
(ICon) and 7E Model
in 21st Century
Teaching

By: mary ann grace

b. dulay
Manaoag national high school
 Elicit:
4 PICS ONE WORD
 --TRUCK
-LANDFILL
-TRASH
-CAN

GARBAGE
--TRASH
-DUCK
-RECYCLE
-BOTTLES

PLASTIC
- -TEMPERATURE
-MELT
-DESERT
-WEATHER

CLIMATE
 What’s the big word?

to shift to alter CHANGE

Review:

Chemical Change
Physical Change
- Say dayat mon napnoy
dakep tan say yaman

- Pangasinan, luyag mi tan

yaman
 Engage:
Local Industry in
Pangasinan
LOCAL INDUSTRY
LOCAL INDUSTRY
 PANGASINAN
Pangasinan, derived its name from the
word “panag asinan”, which means
“where salt is made”, owing to the rich
and fine salt beds which were the prior
source of livelihood of the province’s
coastal towns.
 WHY IS
BAGOONG
Rich in AN
IMPORTANT
mineral
LOCAL
salt
INDUSTRY?
 Explore:
Activity No. 2
EVERYTHING HAS
CHANGED
 I. OBJECTIVES:
-Perform a laboratory activity involving
chemical reactions
-- distinguish evidences of chemical reactions

II. PROCEDURE:
1. Pour 20 mL of vinegar in a small beaker.
2. Get the temperature of vinegar.
3. Add a tablespoon of baking soda to the beaker.
 Explain:
Question 1: What do you observe in the
mixture?

1. Place a lighted match on top of the beaker

near the bubbles.
2. Observe what happens to the flame.
 Question 2: Describe what you
observe in the flame.

OBSERVATION
MATERIAL BEFORE DURING
REACTION REACTION

VINEGAR

BAKING SODA
 Word Equation:
Acetic acid combines with Sodium
bicarbonate yields to the formation of
Sodium acetate , carbon dioxide and
water
Formula Equation:

HC2H3O2 + NaHCO3 NaC2H3O2 + CO2 +H2O

REACTANTS PRODUCTS
 Elaborate:
Individual Activity: Translate the
word equation into formula
equation (refer to your Learning
Module).
 Evaluate:
Analysis: Relating to Local Business
Identify the type of local business for
each scenario. Identify the science
principle/idea behind each change.
Scenario 1

Mang Lito has a 3

hectare farm in
Manaoag,
Pangasinan planted
with dragon fruit.
He is planning to
expand his planting
business.
Guide Question:
1. What possible business could Mang
Lito put up using his harvested dragon
fruit?
2. What science ideas/concepts could be
attributed to his future dragon fruit
business?
Scenario 2
Mang Kardo has
a fishpond in
Binmaley. In a
week he is
harvesting 100
kilos of talaba.
He is planning to
augment his
weekly
earnings.
Guide Question:
1. What could be the possible business
of Mang Kardo using his harvested
talaba?
2. What science ideas/concepts could
be attributed to his future talaba
business?
Extend: IT’S MORE FUN IN
PANGASINAN
Each group will prepare a
pamphlet/
brochure/newsletter
highlighting the microbusiness
/local industry in Pangasinan.
Incorporate the science
principles/ideas that could
attribute to the success of
each business.
 RUBRICS:

- Impact to the Locality 50%

- Presentation 30%
- Organization 20%
 CHALLENGE!
• Prepare a lesson exemplar integrating the
concepts of Interdisciplinary Contextualization
Approach and 7E Model.
Remember:
1. Is it contextualize?
2. Is it interdisciplinary?
3. Is it inquiry-based?
4. Will it develop the students’ 21st century
skills?