The+5+E's


 * Implementation Plan//:// ** The Five E’s (Describe how you will make your design work in your classroom).
 * **// Engagement: //** (//Students first opportunity to encounter and identify the task//). Describe how you will engage the students. Students look for connections between past and present learning experiences. The focus should be on the learning outcomes and asking questions . Students may be unaware of a problematic situation. Show a need, and a way to capture their attention.
 * **// Exploration: //** (//The student’s opportunity to get directly involved with a problematic situation//). Describe how you will provide opportunities for students to investigate and test ideas on their own and with their peers. Students build relationships, exchange information, and communicate with each other. At this point in the process, the teacher acts as a facilitator, guiding student focus, but not providing answers.
 * **// Explanation //**: (//The stage for student’s to understand and explain in a deeper and logical format//). Describe how you will provide opportunities for students to develop explanations and introduce formal language, terms, and content information to make students’ previous experiences easier to describe and explain.
 * **// Elaboration //** (//The stage for students to expand, make connections, and apply what they have learned so far)//. Describe how you will provide the necessary setting for students to apply and extend their learning experiences to the world around them
 * **// Evaluation: //**// (The stage for students to evaluate project progress and student understanding as it applies to the original and new problems they have encountered) // Explain how you will provide opportunities for students to evaluate/assess their own work. How will you help them determine if they understand the concepts and knowledge related to the activity? The evaluation stage is an opportunity for teachers to pose critical questions regarding student choices. Examples of evaluation techniques that students can use are, student portfolios, journals, peer and self evaluations, student checklist, and student designed rubrics.


 * Background **// : This could be a discussion, newspaper articles, past lessons in class, information related to the curriculum, TV or Movies, or anything that provides information about the topic. //


 * Student Relevance: **// The student has to see the point for doing the PBL. Should be relevant to the student’s life, or something related to the school or their local community. Perhaps a global issue that students may feel strongly about. //


 * // What concepts or skills will be addressed? //
 * // What changes in knowledge, skills, behaviors and/or attitudes do you hope to produce in your students? //
 * // How is this relevant to the student’s life? //
 * // Are there any career connections that can be made during this activity? //