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Explanation of the Format (Video)
There are 7 Es in the 7 Es acronym. The process begins with eliciting, engaging, exploring, explaining, developing, extending, and evaluating. Adapted from the BSCS 5E Engage, explore, explain, elaborate, evaluate, here is my explanation of the 7Es.
Most of the time, you’ll begin by eliciting. The students’ prior knowledge can be found here (prior knowledge). A variety of methods can be used to accomplish this, including quick quizzes, multiple choice questions, post-it notes, mini whiteboards, etc. In addition, this is a good opportunity to address misconceptions or test material you have visited previously that is needed to understand the lesson. As part of a quick quiz, I might for example test a student’s knowledge of photosynthesis, respiration, and the starch test in a Science lesson where he or she might be investigating whether light is required for photosynthesis.
Next, we move on to the “Engage” stage, which involves engaging the student’s interest and curiosity, asking “The BIG Questions”, and introducing new learning through teacher explanation models. I might ask the following question based on the example above. Providing some information about photosynthesis may support the exploratory stage of answering the question, “Do plants require light to produce food?”
When pupils are given the opportunity to solve and explore problems together following teacher input, they will gain first-hand experience that will allow them to build concepts. Depending on the complexity of the task, scaffolding may be required during this stage, which is independent of you, their teacher. The teacher sets up the task, but then acts as a facilitator, asking questions and observing students. I might break up the practical guidance into several steps, depending on the group and to reduce cognitive load. Referring back to the science example above, pupils would conduct some practical investigative work to answer the big question.
In the next stage of the lesson, I would proceed to the “Explain” stage. Here, I would use what students had learned to help them build on the concept/knowledge. I would check and ask questions. As a result of their experience, students would further develop their understanding of concepts. For example, again using the science example above, the teacher would ask students to compare the results with predictions and draw out the findings from the experiment. A teacher builds a scientific explanation through deep questions and explanations/models.
In order to assess their progress, knowledge and understanding, the next stage is KEY. During this stage, students may demonstrate their knowledge independently. During this stage, students formalize and apply their learning. The scaffolds are removed, and students engage in independent practice. Taking the example above, students would answer the question: Does a plant need light to grow food? Explain why using your evidence and scientific knowledge.
To challenge all learners, you may need to add an additional “Extend” stage. In this stage, you are encouraging the students to apply or extend the concepts and skills in new situations. Students are able to connect not only to the subject/ideas studied, but also to concepts and ideas. Their ability to apply ideas/generalize and transfer principles is evident. For example, students could explain how they would test whether chlorophyll was necessary for photosynthesis or interpret data from similar experiments.
The evaluation section is the point where you, the teacher, evaluate the learning that has occurred during the course. As part of this, you might conduct peer/self assessments, or mark your own work. You might ask questions or do quick low stage quizzes in order to establish understanding. Students should also be required to reflect and evaluate themselves at this point.