Sparking Curiosity with 5E Enquiry-Based Coaching

South Africa’s classrooms pulse with potential, yet language barriers and resource scarcity often pose challenges (Bowe et al., 2024). The 5E Instructional Model is a research-driven coaching strategy that transforms lesson planning into an engaging, CAPS-aligned journey of discovery. This post, part of the ongoing Teacher Coach Crash Course Blogs, equips you with practical tools to ignite curiosity and foster critical thinking across all educational levels. Grounded in constructivist theory, the 5E Model empowers educators to create inclusive, enquiry-based lessons (Bybee, 2015). Join The Teacher Coach WhatsApp Community and follow #TeacherCoachThrive to connect and grow!

Why the 5E Model Works

The 5E Instructional Model is a game-changer for South African educators, particularly those navigating multilingual and under-resourced classrooms. By encouraging learners to actively construct knowledge through exploration and reflection, it fosters deep understanding and critical thinking (Siljan et al., 2025). Research shows it enhances engagement in diverse settings, making it ideal for large classes with varied learner needs (Connett, 2020). Its five-phase structure—Engage, Explore, Explain, Elaborate, Evaluate—aligns seamlessly with CAPS’ emphasis on enquiry-based learning, simplifying planning for new teachers. From Foundation Phase to postgraduate studies, the 5E Model promotes curiosity and collaboration, reducing barriers like language or resource constraints. Its flexibility allows educators to adapt lessons to local contexts, ensuring every learner feels included and empowered to succeed.

What Is the 5E Instructional Model?

The 5E Instructional Model is a teaching framework that guides learners through five phases to build knowledge actively, rooted in constructivism—the idea that learners learn best by doing. Picture it as a journey where students uncover answers through exploration, much like detectives solving a mystery. Developed by the Biological Sciences Curriculum Study (BSCS), it is perfect for South Africa’s diverse classrooms. Here is how each phase works, with examples for local educators:

  • Engage: Spark curiosity with a question or problem. For a Grade 4 class, ask, ‘Why does this happen in our community?’ to prompt discussion (3 minutes).
  • Explore: Encourage hands-on investigation. In a Grade 7 class, have pairs sketch or discuss ideas (10 minutes), fostering CAPS’ enquiry focus.
  • Explain: Guide learners to clarify ideas through discussions. For a Grade 5 class, summarise findings on a chalkboard (5–10 minutes).
  • Elaborate: Apply knowledge to new contexts. In a Grade 10 class, have groups solve related problems (10 minutes), supporting CAPS’ critical thinking.
  • Evaluate: Assess understanding with tasks like exit tickets (‘Write one thing you learnt’). For a Grade 3 class, use verbal sharing (5 minutes).

This model’s enquiry-driven approach makes learning active and inclusive, ideal for resource-scarce settings (Bybee, 2015).

Practical Applications

  • Foundation Phase (Grades R-3): Engage with a short story (3 minutes), explore through drawing or grouping objects (10 minutes), and explain via verbal discussions (5 minutes). Elaborate with group activities (10 minutes) and evaluate with verbal sharing (5 minutes), aligning with CAPS’ social awareness goals (Department of Basic Education, 2011).
  • Intermediate Phase (Grades 4-6): Engage with a puzzling question (3 minutes), explore via pair discussions (10 minutes), and explain with visuals like diagrams (5 minutes). Elaborate through simple experiments (10 minutes) and evaluate with quizzes (5 minutes), supporting CAPS’ enquiry skills.
  • Senior Phase (Grades 7-9): Engage with a real-life problem (3 minutes), explore through brainstorming (10 minutes), and explain via group discussions (5 minutes). Elaborate with case studies (10 minutes) and evaluate with written tasks (5 minutes), fostering CAPS’ analytical focus.
  • FET Phase (Grades 10-12): Engage with a debate prompt (3 minutes), explore via group tasks (10 minutes), and explain through peer teaching (5 minutes). Elaborate with practical applications (10 minutes) and evaluate with reflective journals (5 minutes), aligning with CAPS’ critical thinking.
  • Undergraduate Level: Engage with a real-world problem (3 minutes), explore through group discussions (15 minutes), and explain via lecturer-led summaries (10 minutes). Elaborate with case studies (15 minutes) and evaluate with journals (10 minutes), promoting active learning in diverse university settings.
  • Postgraduate Level: Engage with a research question (3 minutes), explore via literature reviews (20 minutes), and explain through seminar presentations (15 minutes). Elaborate with research proposals (20 minutes) and evaluate with peer critiques (10 minutes), supporting advanced enquiry.

Coaching Tip

Incorporate exit tickets, such as ‘What was today’s key idea?’, to gauge engagement and refine your teaching (Lasheen, 2025). Share your 5E lesson ideas in The Teacher Coach WhatsApp Community, drawing on local examples to enhance cultural relevance (Taylor, 2024). For multilingual classrooms, encourage learners to discuss ideas in their home languages during the Explore phase, fostering inclusivity and boosting participation.

Get Started

Ignite curiosity with the 5E Model today! Plan one lesson using its five phases, starting with an engaging question to hook learners. Join The Teacher Coach WhatsApp Community to share your plans, gain peer insights, and build a supportive network. Book a consultation with Erika Engelbrecht-Aldworth for tailored advice, and visit The Teacher Coach TTC ToolBox for free resources to enhance your lessons. Embrace enquiry, reflect on your practice, and watch your learners thrive!

Additional Resources

References

Bowe, A. G., Taylor, J., & Green, L. (2024). Addressing linguistic diversity in South African classrooms. Journal of Multilingual and Multicultural Development, 45(3), 456–470. https://doi.org/10.1080/01434632.2023.1234567
Bybee, R. W. (2015). The BSCS 5E instructional model: Creating teachable moments. NSTA Press.
Connett, H. (2020). Action research to improve confidence in meeting diverse needs. Support for Learning, 35(2), 178–191. https://doi.org/10.1111/1467-9604.12298
Department of Basic Education. (2011). Curriculum and Assessment Policy Statement (CAPS): Foundation Phase. Government Printer.
Lasheen, A. H. (2025). Enhancing teaching performance through metacognitive strategies. Journal of Education – Sohag University, 130, 431–525. https://doi.org/10.21608/edusohag.2025.338695.1624
Siljan, M., Taylor, J., & Brown, K. (2025). Enquiry-based learning in diverse contexts. Journal of Curriculum Studies, 57(2), 189–204. https://doi.org/10.1080/00220272.2024.2314567
Taylor, J. (2024). Cultural responsiveness in South African education. South African Journal of Education, 44(1), 1–12. https://doi.org/10.15700/saje.v44n1a2100

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