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7es LEARNING INSTRUCTIONAL MODEL

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44 views2 pages

7es LEARNING INSTRUCTIONAL MODEL

Dlp format

Uploaded by

James Acosta
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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The 7Es of learning

 Sun.Star Baguio

 20 Feb 2018

AROUND 400 elementary and secondary public school teachers were given the chance to attend the
mass training of teachers in Science last December 11-15, 2017 at Tagaytay City. One of the important
topics discussed was the 7Es of learning.

The 7E instructional model is an inquiry based learning which can enliven and enhance the skills of
learners during the educational process. This makes pupils responsible for their own learning, so it helps
them develop group process skills while they are gaining content knowledge. There are seven stages
which include elicit, engage, explore, explain, elaborate, evaluate and extend.

Elicit: This part includes recalling the previous lesson. This is where a teacher will find out what the
learners already know.

Engage: During this stage, the learners mentally focus on an object, problem, situation, or event.
The activities of this phase should make connections to past and future activities. The associations
depend on the learning task and may be conceptual, procedural, or behavioral. Asking a question,
defining a problem, showing a discrepant event, and acting out a problematic situation are ways to
engage the students and focus them on the instructional activities. The role of the teacher is to
present a situation and identify the instructional task. The teacher also sets the rules and procedures
for the activity.

Explore: During the explore stage, pupils should be given opportunities to work together without
direct instruction. The teacher should act as a facilitator helping students to frame questions by asking
questions and observing. The learners should be puzzled. This is the chance for them to test predictions
and hypotheses or form new ones, try alternatives and discuss them with peers, record observations
and ideas and suspend judgment. Exploration activities are designed so that all pupils have common,
concrete experiences upon which they continue building concepts, processes, and skills. This phase
should be concrete and meaningful for the learners. The aim of exploration activities is to establish
experiences that teachers and learners can use later to formally introduce and discuss scientific and
technological concepts, processes, or skills.

Explain: In this stage, pupils should be encouraged to explain concepts in their own words; ask for
evidence and clarification of their explanation; listen critically to one another's explanation and those
of the teacher. The pupils should use observations and recordings in their explanations. The teacher
should provide definitions and explanations using the learners' previous experiences as a basis for
discussion. The process of explanation provides the pupils and teacher with a common use of terms
relative to the learning experience. The key to this phase is to present concepts, processes, or skills
directly, and then continue to the next phase.
Elaborate: It is important to involve the pupils in further experiences that apply, extend, or
elaborate the concepts, processes, or skills after they have an explanation of their learning tasks. Some
may still have misconceptions, or they may only understand a concept in terms of the exploratory
experience. Elaboration activities provide further time and experience that contribute to learning.

Evaluate: Evaluation should take place throughout the learning experience. Pupils should also
assess their own learning. At some point, it is important that students receive feedback on the adequacy
of their explanations. Informal evaluation can occur from the beginning of the teaching sequence. The
teacher can complete a formal evaluation after the elaboration phase. This is the phase in which
teachers administer tests to determine each learner's level of understanding. This also is the
opportunity for pupils to use the skills they have acquired and evaluate their understanding.

Extend: The learners should apply concepts and skills in new but similar situations, and use formal
labels or definitions. Explore strategies apply here as well because the pupils should be using the
previous information to ask questions, offer solutions, formulate decisions, experiment, and record
observations.

No one has the monopoly of ideas. It is therefore important for educators to act as facilitators during the
teaching-learning process because all learners have the repertoire of knowledge and experiences. The
expansion of these learning is dependent on someone who will guide and bring out the best among the
learners. The 7E model is one of the approaches which can be applied to upgrade the quality of
instruction. Lily Ann B. Hilario

Article Name:The 7Es of learning

Publication:Sun.Star Baguio

Start Page:5

End Page:5

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