Using the e5 Instructional Model and PoLT
The e5 Instructional Model ‘emphasises what the teacher is doing’ and is a model in alignment with the Principles of Learning and Teaching (PoLT) that assist teachers in best practice to engage students in intellectually demanding work.
Students need to develop the ability to analyse, think critically, write and speak effectively, solve complex problems and collaborate in a community of learning (DEECD, Teachers connecting with e5, 2010, p. 9).
Teachers of ESL new arrivals follow best practice to improve student outcomes. The e5 Instructional Model and Principles of Learning and Teaching (PoLT) are part of the school’s curriculum and planning (DEECD, Teachers connecting with e5, 2010, p. 9). So the Action Research project proposes to focus on incorporating the Thinking, thinking tools, thinking skills and developing ESL new arrivals thinking language by introducing thinking into the curriculum planners, visible in the classroom and evident in students’ work and their digital portfolios.
From the e5 Model Domains, Capabilities and Performance Indicators I have extracted that which pertains to establishing a culture of thinking in the classroom which requires an explicit, direct focus in the ESL new arrivals program (DEECD, Teachers connecting with e5, 2010, p. 14 – 17).
· In the Engage domain, the teacher establishes learning goals, develops metacognitive capacity, models thinking processes and provides strategies to support students’ thinking.
· In the Explore domain, the teacher prompts inquiry, structures inquiry and develops processes, presents tools and strategies to organise information and learning.
· In the Explain domain, the teacher develops language and literacy, strengthens connections and develops the language of the discipline.
· In the Elaborate domain, the teacher facilitates substantive conversation, cultivates higher order thinking and promotes thinking.
· In the Evaluate domain, the teacher facilitates student self assessment, supports reflection and facilitates identification of future learning. Teachers of ESL new arrivals, therefore, need to teach the language of thinking.
It is evident therefore, that thinking permeates the entire e5 Instructional Model. And the e5 Model is a very practical, useful tool for teachers to assist with planning and teaching all aspects of thinking.
There are many approaches to language teaching such as Cooperative Language Learning, Communicative Language Teaching, Task-based Language Teaching, etc., that have been implemented in mainstream schools, because evidence based research indicates that students use language to learn it. ESL new arrivals also need to practice the language of thinking to learn it.
Students need to develop the ability to analyse, think critically, write and speak effectively, solve complex problems and collaborate in a community of learning (DEECD, Teachers connecting with e5, 2010, p. 9).
Teachers of ESL new arrivals follow best practice to improve student outcomes. The e5 Instructional Model and Principles of Learning and Teaching (PoLT) are part of the school’s curriculum and planning (DEECD, Teachers connecting with e5, 2010, p. 9). So the Action Research project proposes to focus on incorporating the Thinking, thinking tools, thinking skills and developing ESL new arrivals thinking language by introducing thinking into the curriculum planners, visible in the classroom and evident in students’ work and their digital portfolios.
From the e5 Model Domains, Capabilities and Performance Indicators I have extracted that which pertains to establishing a culture of thinking in the classroom which requires an explicit, direct focus in the ESL new arrivals program (DEECD, Teachers connecting with e5, 2010, p. 14 – 17).
· In the Engage domain, the teacher establishes learning goals, develops metacognitive capacity, models thinking processes and provides strategies to support students’ thinking.
· In the Explore domain, the teacher prompts inquiry, structures inquiry and develops processes, presents tools and strategies to organise information and learning.
· In the Explain domain, the teacher develops language and literacy, strengthens connections and develops the language of the discipline.
· In the Elaborate domain, the teacher facilitates substantive conversation, cultivates higher order thinking and promotes thinking.
· In the Evaluate domain, the teacher facilitates student self assessment, supports reflection and facilitates identification of future learning. Teachers of ESL new arrivals, therefore, need to teach the language of thinking.
It is evident therefore, that thinking permeates the entire e5 Instructional Model. And the e5 Model is a very practical, useful tool for teachers to assist with planning and teaching all aspects of thinking.
There are many approaches to language teaching such as Cooperative Language Learning, Communicative Language Teaching, Task-based Language Teaching, etc., that have been implemented in mainstream schools, because evidence based research indicates that students use language to learn it. ESL new arrivals also need to practice the language of thinking to learn it.