The 7Es of Lesson Planning
I initially came across this idea a few years ago when I was using some materials provided by Upd8 (Science ASE Resource). The 7es provided a clear framework for designing Science lessons. The more I used it, the more I couldn’t believe I hadn’t seen it before. Making small changes to my old lesson plans e.g. moving the part where students explored before my explanation had massive impact on engagement and progress. I had always delivered fast pace, high energy lessons that had a mix of activities (VAK). However, without realising my best lessons were the ones that were closest matched to this framework.
So what is it? Elicit, Engage, Explore,Explain, Elaborate, Extend and Evaluate.
In most cases you will start with the “Elicit”. Here you can find out what the students know by eliciting responses from them. This can be done in a variety of ways, such as “Quick Quizes, MCQs, Post-it notes, mini whiteboards, KWL, traffic lights etc. This is also a good opportunity to deal with students misunderstandings.
The next stage is the “Engage” stage. This can come before or after the elicit stage. In this stage you want to engage interest and curiosity, raise “The BIG questions” and provide the “HOOK” for why the students want to learn.
During the “Explore” stage, pupils should be given opportunities to work together, independent of you,their teacher to explore. As the teacher, you should set up the task, but then become the facilitator, helping students by asking questions and observing. (In Scientific enquiry using Piagets theory, this is a time for disequilibrium. This is an opportunity for students to test their predictions, problem solve, research, ultimately find out themselves.)
Following the explore stage I would next go onto the “Explain” stage of the lesson. During this stage I would use what students had discovered in the explore stage to help them build a concept. I would try to encourage the students to explain concepts and definitions in their own words, ask for justification and clarification before providing them with new labels, definitions and theory.
The next stage is the stage that will be KEY in assessing their progress, knowledge and understanding. Students may work independently during this stage to demonstrate learning. This is where students formalise and apply their learning.
In some cases you may require an additional “Extend” stage. In this stage you are encouraging the students to apply or extend the concepts and skills in new situations. Students make connections not just in the subject/ideas studied but also beyond it. They are able to apply ideas/generalise and transfer principles.
While it is expected that evaluation will continue throughout the process, the evaluate section is the section where you the teacher evaluate the learning that has occurred. This should also include self-reflection and evaluation from the student. I personally link back to the learning outcomes to assess the progress that has been made.
Lesson plan-Ease of planning
As an AST and SLE I have used this deconstructive planning method a lot, particularly when coaching. Again I have found that is has often had major impact on teaching and learning and on lesson observation outcomes. I passionately believe that this structure is not just relevant to Science but to is also useful to other subjects too. Below are a couple of resources that I think will help you if you are trialling this method for the first time.
explore-The E’s of lesson planning– This is a PowerPoint that has a few ideas for the type of thing you might do for each of the Es
This is an example of it in use for Science lessons. This lesson was also graded at OUTSTANDING.Lesson Plan_ 5 OBS
HERE is another EDITABLE VERSION OF THE PLAN. #7ePlan (POWERPOINT VERSION)
This is an example of a Science lesson (21cScience Biology B6-lesson 4-The neurone) Lesson 4_The neurone
Hope you find it as useful as I have. I think that is a planning revelation!! 🙂
For other information, these bloggers are also good sources.