EXPLORE

5E Instructional Model, the Explore phase is the “hands-on” stage where students move from being curious to being active investigators. It is arguably the most critical phase for constructivist learning because it allows students to build understanding through direct experience.

EXPLORE

Once students have engaged in activities, they need time to explore ideas. Explore activities are designed so all students have common, concrete experiences which can be used later when formally introducing and discussing scientific and technological concepts and explanations. Students have time to investigate objects, events, or situations. As a result of their mental and physical involvement in these activities, students question events, observe patterns, identify and test variables, and establish causal relationships.

The teacher’s role in the Explore phase is to facilitate learning. They initiate activities and allow time and opportunity for students to investigate objects, materials, and situations. The teacher coaches and guides students as they record and analyze observations or data and begin constructing models or initial explanations

The Explore phase provides students with common, concrete experiences to investigate a concept before any formal vocabulary or explanations are introduced. In this stage: 

San Diego County Office of Education | SDCOE +1

• Students interactwith materials, objects, or situations.
• They identify patterns, test variables, and establish causal relationships.
• The goal is to develop a “need to know” that prepares them for the formal explanation that follows.

2. Types of Exploration Activities

Exploration often involves collaborative, inquiry-based tasks:

• Laboratory Investigations:Designing and conducting experiments to test a hypothesis (e.g., testing which conditions hatch shrimp eggs best).
• Simulations & Digital Exploration:Using software or online tools to manipulate variables in a virtual environment (e.g., using roller coaster design software).
• Field Studies & Observations:Observing real-world phenomena, such as plant growth over time or animal behavior via live webcams.
• Classification & Sorting:Working with primary sources or objects to identify commonalities and differences (e.g., grouping transition words or historical documents). 

3. Approaches to Exploration

The key to this phase is the shift in classroom dynamic:

• Student-Led Inquiry:Students are the primary investigators, while the teacher moves from the “sage on the stage” to a facilitator or “consultant”.
• Collaborative Problem-Solving:Students work in small groups to share observations and debate initial ideas.
• Productive Struggle:Teachers provide materials and guidance but purposefully avoid giving direct answers, allowing students to “grapple” with problems. 

4. Merits and Demerits

Student Behaviors

• Tests predictions and hypotheses; Forms new predictions and hypotheses
• Discusses problems with others
• Plans and conducts investigations in which they observe, describe, and record data
• Tries different ways to solve a problem or answer a question
• Creates initial models
• Compares ideas with those of others

Teaching Strategies

• Provides or clarifies questions or problems
• Provides common experiences
• Observes and listens to students as they interact
• Acts as a consultant for students
• Encourages student-to-student interaction
• Asks probing questions to help students make sense of their experiences and redirect them when necessary
• Provides time for students to puzzle through problems

• Explore : In the Exploration stage, the students directly explore the topic of the lesson and related materials. These activities are experiences that ground students in the lesson. Students can work independently, but working in groups allows students to learn from others and build a common understanding of the topic of the lesson. Group work also encourages communication about the topic, which may assist them with sharing what they are learning in subsequent stages. During this stage, the teacher is a facilitator. They provide materials and guidance but allow the students to guide their inquiry. The teacher may ask questions to stimulate students’ thinking or give support, but exploration is about students’ discovery. Direct instruction should be minimal, if at all.
• Stage 2 – Explore
• In this stage, learners are guided to explore and find answers for the questions/issues raised during the engage stage. Teachers role is to structure and present learning environment which facilitates learners to involve in investigative .
• activities and provide opportunities for students to get directly involved with discovery process and construction of knowledge.
• Some of the investigative activities can be as follows:
• Provide structured activities
• Have them work in teams
• Experiment with materials
• Use their inquiry to drive the process
• Employee problem solving strategies
• Identify sequence or patterns of events
• Brainstorm possible alternatives
• According to constructivist approaches, it is very suitable to structure small groups (3 to 6 members) while involving students in the above mentioned activities or any appropriate activity. Cooperative learning strategies are most suitable for this purpose.
• In Lesson EXPLORE the new concept through a hands-on introduction that can be an expansion of
• your engagement activity. Pose and evoke questions to help students explore and discoverI SAY STATE YOUR OBJECTIVE: Now that you have their attention – How will youcommunicate your objective to your students? Write down the exact words you will use. Youshould include all three parts of your objective, but in language that will engage your students – write this with them in mind.