OBJECTIVES:

 Identify the 7Es in lesson planning;

 Explain the components of lesson planning ;
 Recognize the importance of lesson
planning in teaching.
THE 7ES OF
LESSON
PLANNING
Inquiry- Based
7ES
 ELICIT
 ENGAGE
 EXPLORE
 EXPLAIN
 ELABORATE
 EVALUATE
 EXTEND
 ELICIT

 Teacher extracts or draws attention to prior

understandings and knowledge. New
knowledge is built on existing knowledge .
SUGGESTED ACTIVITIES

 Testing previous knowledge

 Ask open ended question
 Lab experiments
 Quizzes
 Group projects
ENGAGE
 Activity which will focus student’s attention
stimulate their thinking, and access prior
knowledge.
 This stage focuses students thinking on content
providing conversation opportunities for all
students, not just a select few.
SUGGESTED ACTIVITIES

 Demonstration
 Reading
 Free write
 Analyze a graphic organizer
 Brainstorming
EXPLORE

 Activity which gives students time to think and

investigate/test/make decisions/problem solve,
and collect information.
 Here the students get to record data, isolate
variables, design experiments, create graphs,
interpret results, and organize findings while the
teacher checks for students’ understanding.
SUGGESTED ACTIVITIES

 Perform an investigation
 Read authentic resources to collect
information
 Solve problem
 Construct a model
EXPLAIN
 The teachers adopt a more central role while discussing
information and explaining the concepts associated with
the student’s exploration. Lesson during this phase
introduce the students to the scientific terminology that
allows them to describe their experiences, as well as
provide the opportunity for students to link their
experiences to the scientific concepts being explored.
SUGGESTED ACTIVITIES
 Students analysis & explanation
 Supporting ideas with evidence
 Structured questioning
 Reading and discussion
 Teacher explanation
 Thinking skill activities: compare, classify, error
analysis
ELABORATE
 This phase of the learning cycle provides an opportunity for students
to apply knowledge to new questions and hypotheses to explore.
 This phase may also include related numerical problems for students
to solve.
 According to Eisenkraft (2003), this stage ties directly to the
psychological construct called transfer of learning.
 Activity which expands and solidifies student thinking and /or
applies it to a real-world situation.
SUGGESTED ACTIVITIES

 Problem solving
 Decision making
 Experimental inquiry
 Thinking skill activities: compare, classify,
apply
EVALUATE
 Activity which allows the teacher to assess the
student performance and/ or understanding of
concepts, skills, processes, and applications.
 Evaluation can be formative, summative, formal or
informal. Teacher assesses the extent to which set
objectives have been achieved.
SUGGESTED ACTIVITIES
 Any of the previous activities
 develop a scoring tool or rubric
 Test
 Performance assessment
 Produce a product
 Journal entry
 Portfolio
EXTEND

 This stage is actually added to elaborate with

the intention to explicitly remind teachers of the
importance students practice the transfer of
learning. Teachers need to make sure that
knowledge is applied in a new context and is
not limited to simple elaboration.
WHAT THE STUDENT DOES

 Applies new labels, definitions, explanations, and skills in new, but

similar situations.
 Uses previous information to ask questions, propose solutions,
make decisions and design experiments.
 Draw reasonable conclusions from evidence.
 Records observations and explanations.
 Checks for understandings among peers.
Thank you!
Prepared by:
GENELYN A. BORJA
Teacher - I