e5+Instructional+Model+Theory

=**Theoretical Basis for the e5 Instructional Model**=

The research behind the e5 model is based on the learning theories of:

[|Georg Rasch] - a Danish Mathematician who developed a method of mathematically modelling the levels of difficulty of a task by monitoring a learner's observable performance.

Robert Glaser - an American educational psychologist also involved in work on criteria reference testing. He devised a way of assessing performance at multiple points along a continuum.

Lev Vygotsky - who is best known for describing the 'Zone of Proximal Development' or the concept of scaffolding learning. This is the zone in which individuals area able to achieve with assistance, rather than on their own. It it the point where, with support, the task is not too hard or too easy. It is the point of readiness to learn that encourages the upper levels of competence for each individual. The idea being, what someone needs help with today they will be able to do independently tomorrow.

Zone of Proximal Development & its application in the classroom

Social development Theory

Jerome Bruner - who developed theories around learning begin appropriate to the individual's level of development. [|Discovery Learning]

More explanation of Bruner & Vygotsky's work are located [|on the DEECD site.]

The e5 Instructional Model comes directly from the BSCS 5-E model:
 * Brief outline of the BSCS 5E Instructional Model [[file:5-E Instructional Model [Challanging.com].pdf]]
 * Elements of the BSCS 5E Instructional Model [[file:12-5ElementsOfInstructionModel [Challanging.com].pdf]]
 * Executive summary of the Paper - The BSCS 5E Instructional Model - Origins, Effectiveness and Applications [[file:bscs5eexecsummary.pdf]]