Unlocking Student Potential: The Damascus College Instructional Model

Summary:

This article introduces parents to the new Damascus College Instructional Model, explaining:

• The 5E framework of Engage, Explore, Explain, Elaborate, Evaluate
• Integration of high-impact teaching strategies, social-emotional learning and Mercy values
• Use of the research backed ReLATE Classroom Continuum for gradual release of responsibility
• Emphasis on consistent routines at school and home to support learning
• Encouragement for parents to discuss the 5E cycle and establish home routines

As parents/carers, we all want to see our students thrive academically, socially, emotionally and spiritually, developing into well-rounded individuals prepared for the challenges that life may bring. At Damascus College, we have introduced an innovative new Instructional Model designed to achieve precisely that: nurturing the whole student through an engaging, evidence-based approach to teaching and learning.

At the heart of our model is the 5Es framework: Engage, Explore, Explain, Elaborate and Evaluate. This research-backed structure activates students' prior knowledge and piques their curiosity before allowing them to experience new concepts hands-on. Clear, explicit instruction guides them through building understanding, which they reinforce through practice, collaboration, and review.

Why did we choose the 5E model? In short, it aligns with the theory of constructivism which sees learning as an active process of knowledge construction, not passive reception of information (Cotic & Zuljan, 2009). By fully engaging students in their learning journey, the 5Es empower them to unlock their potential.

Crucially, our Instructional Model brings together all the elements proven to foster holistic student growth. It integrates high-impact teaching strategies, such as collaborative learning activities, modelling, feedback and opportunities for practice in varied contexts (Briggs, 2014). These core pedagogical approaches are woven together with our focus on developing the Damascus Attributes in every learner:

• Gospel focus in the Mercy tradition
• Self-awareness and emotional wellbeing
• Critical thinking and problem-solving
• Cultural awareness
• Global citizenship

We recognise that students cannot reach their full potential academically if their social and emotional needs are not being met. That's why our model works hand-in-hand with our comprehensive social-emotional learning (SEL) program. Numerous studies highlight the benefits of SEL, showing improvements in academic achievement, positive social behaviour, emotional regulation and overall wellbeing (Durlak et al., 2011; Taylor et al., 2017).

Within the 5E framework we nurture self-regulation, student voice, and empowerment. We celebrate trial and error as part of the learning process. For those who need additional support, we provide individual growth plans built on regular social-emotional assessment. A caring, supportive classroom environment allows students to explore, take risks and develop a lifelong love of learning.

Underpinning our Instructional Model is the research-backed ReLATE Classroom Continuum. This comprehensive approach ensures we create an environment that supports the gradual release of responsibility from teacher to student as they acquire new knowledge and skills.

In the Regulation and Activation phase we focus on ensuring students are ready to learn. This may involve quick activities to activate prior knowledge, share learning intentions, stimulate curiosity and establish positive classroom norms.

As students explore new concepts through hands-on activities and discussion, we closely monitor their engagement while looking for misconceptions to address. We nurture an environment where trial and error are embraced as part of the learning process.

The Explain phase allows teachers to present information in varied forms using explicit, direct instruction, modelling, visuals, examples and success criteria. We check for understanding frequently and adjust as needed.

Students then move into the Elaborate phase where they apply their new knowledge through guided practice, collaborative activities, problem-solving tasks and, eventually, independent work. Our teachers provide specific feedback, differentiate tasks and gradually release more responsibility to students.

Finally, we Evaluate by reviewing what has been learned, assessing progress toward the learning goals using a variety of methods and preparing students to continue their learning journey.

This gradual release of responsibility, combined with routines that make learning processes explicit, allows students to develop self-regulation, metacognitive strategies and greater independence over time. It's an approach that research shows lead to improvements in academic achievement, motivation, and self-efficacy (Fisher & Frey, 2013).

Consistency is key to effective learning routines and that is a core strength of our 5E model. While content and activities shift between subjects and year levels, the instructional approach remains comfortingly familiar for students. Research shows that establishing consistent routines, both at school and home, leads to improvements in time management, self-discipline and overall wellbeing (Ferretti & Bub, 2017; Kliewer et al., 2022).

As partners in your student’s education, we encourage you to discuss what they are learning about and the classroom routines that guide their day. Ask about the 5E cycle: What engaged their interest? What hands-on activities did they explore? How did the teacher explain the core concepts? What practice did they do to elaborate their understanding? How did review and reflection help evaluate their progress? Getting your student to reflect on and articulate their learning can reinforce those routines.

At home, you can further support your student’s growth by establishing consistent morning routines, mealtimes, homework schedules and household responsibilities. Making time to talk, debrief the day and prioritize family time amidst your busy lives can work wonders too.

We are proud to bring this comprehensive Instructional Model to Damascus College, designed to unlock the amazing potential within every student. Built on the latest research yet grounded in the enduring Mercy values of respect, compassion, justice, courage, service and hospitality, it represents our shared commitment to empowering lifelong learners.

We look forward to this new era of engaging, empowering education for our students. As always, please reach out if you have any other questions.

References:

Briggs, S. (2014). Instructional design: Capture an interactive classroom. Lee.edu.

Cotic, M., & Zuljan, M. V. (2009). Problem-based instruction and development of competence for application of knowledge. Odgojne Znanosti - Educational Sciences, 11(1), 153-171.

Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D. & Schellinger, K.B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.

Ferretti, L. K., & Bub, K. L. (2017). Contextual factors underpinning the familial transmission of executive functioning. Child Development Perspectives, 11(4), 255-260.

Fisher, D. & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual release of responsibility. ASCD.

Kliewer, W., Shih, P. H. K., Betancur, L., & Sylva, S. (2022). Routines promoting family resilience and wellbeing during the COVID-19 pandemic. Family Relations, 71(1), 174-189.

Taylor, R.D., Oberle, E., Durlak, J.A., & Weissberg, R.P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156-1171.