Facilitated by Julie Armstrong, Sarah Brittain & Melissa Corps The e 5 Instructional Model was developed by the Department of Education and Early Childhood Development Published in Melbourne April 2009. e 5 Instructional Model Workshop 1. Introductions.
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On each table is a set of cards that have quotes
from the e5 Instructional Model document that
was published in April 2009.
Shuffle the cards and distribute them to the
group on your table.
Read your quote then introduce yourself to
your table group and discuss the meaning of
the quote to you.
‘The e5 instructional model signals that, as a system, we have recognised the need to reach agreement about what constitutes high quality instruction so we can describe what effective teachers do in the classroom to engage students in intellectually demanding work.’Darrell Fraser Deputy Secretary Office of Government School Education e5 instructional Model DEECD April 2009
The origins of e5 are on pages
1 and 2 of your handout.
e5 has not been designed as a planning model
(what is taught) but as a Teacher Instructional
Model (how it is taught). It is not linear. A
teacher needs to develop expertise in each of
the Domains and apply that expertise at the
point of need within any teaching program.
There are 14 Domains in VELS such as The Arts,
Thinking Processes, Personal Learning etc.
There are 5 Domains within e5 – Evaluate,
There are 6 Levels in VELS (Prep to Year 10)
There are 4 Levels of teacher capability in e5
‘A principle is a fundamental truth or proposition
that serves as the foundation for a system of beliefs
or behaviour or for a chain of reasoning.’
Oxford Dictionary of English
PoLT provides many ways for teachers to deliver
exemplary learning experiences to students.
Possible links to PoLT have been provided against
the Instructional Model Domains in your
Workbook. PoLT component details are provided
in your Handout on Pages 3 and 4.
Discuss with your colleagues.
‘If you don’t know what good practice looks like
and you can’t translate it into a common and
shared language, improvement won’t happen.’
The spotlight is directly on the teacher.
At each table there is a piece of butchers paper
with a lolly and the name of one of the e5
You are to move to one of the tables with the
lolly you chose when you sat down on arrival.
There are to be no more
than 5 people at each
You are an outspoken extrovert with a propensity to develop obsessive, compulsive behaviours.
A high achiever who works hard and gets results!
You are a sensitive, highly intelligent individual with a bent towards Mathematics.
You have excellent inter-personal skills and work well with people. Lives for the moment!
You are a joyful, happy and easygoing person who enjoys the outdoors. You are energetic and lively,
often the life of the party.
You have an excellent sense of humour and enjoy fine things. You are artistic and creative – an
You are an introverted quiet achiever. You were the one voted ‘most likely to succeed’ at your
Each group has been given a different coloured
texta. Your task is to move around the room as
a group and add any words that you connect
with the e5Instructional Model Domains of:
Hot Potato explanation on 7 of handout
Using the word splash created by the
Hot Potato as a prompt, generate a
paragraph that explains what teachers
may be doing when they are
instructing students within this Domain.
Swap your paragraph with one of the other teams
working on the same Domain.
Without altering the work on the page, write any
questions or thoughts/suggestions you have about
the paragraph they have written.
Return it to the original group.
Looking in your workbook (page 8) compare the
paragraph developed in the last activity group
with the definition stated in the e5 Instructional
Was there anything important that you missed?
Pay particular attention to the teacher
If you have a red Domain card on your table
can you please share the thinking that
occurred when writing your definition and then
comparing your definition
with the general e5 definition.
Reflection and metacognition are supported when
Read the scenario in the reflective journal provided
and spend a few minutes reflecting on your answer.
One of the teacher capabilities within the Engage Domain
is to develop students’ metacognitive capacity.
Writing in your journal is mirroring this process.
What were any ‘AHA’ moments you had about
e5 this morning? (2 minutes)
Once you are all in your corner form like VELS groups of no more than 4 members wherever possible.
Specialist teachers, Administrative Leaders and Integration Aides to select a VELS level that you teach or associate with and join that group
Turn to Page 9 of your handout. Read through each domain and the profile statements .
Select a domain and a profile statement that reflects your strengths as a teacher.
Be ready to share your thoughts in a group.
Considering it is a fresh start with a new group of students, how might the work we have just done on e5 impact on the way you interact with your grade?