Effective Learning Environments Observation Tool® (eleot

Effective Learning Environments Observation Tool® (eleot®)

®
) Learning Environments Observation Tool (eleot )
Effective ® ®

Environment A: Equitable Learning Environment B: High Expectations

Environment Item Environment A: Equitable Learning
Observe learners … Listen for learners saying … Environment Item Observe learners … Listen for learners saying …

1. Learners engage in differentiated learning • Working in small groups, whole groups, or
opportunities and/or activities that meet individually
their needs.
Environment Item • Completing activities/experiences that are varied
depending on understanding of content, student
needs or student interest
“The concepts are easier to understand when I
use a concept map.”
Observe learners …
“I need to have a better understanding of this
concept before I go to the next activity.”
1. Learners strive to meet or are able to articulate • Asking questions to clarify assignments or instructions
the high expectations established by themselves • Using personal goals or timelines to guide their work
and/or the teacher.
Listen for learners saying …
• Referring to rubrics for criteria
“I will turn this work back in to you by tomorrow
morning for extra credit.”
“Are my notes in the right format?”
“I’m going to record my all-time best score on my
progress chart.”

2. Learners engage in activities and learning that • Organizing information to make meaning of content “This question requires me to think about other
1. 2.Learners engage
Learners have equal in differentiated
access to classroom
discussions, activities, resources, technology
• Movinglearning
freely to access resources • “My
Working
learning groupin small
signed up to usegroups,
the tablets
every Tuesday and my friend’s group uses the
whole groups,areor
challenging but attainable. “The concepts • Locatingare easier
and using toresources
classroom understand when I before I develop my own.”
people’s opinions
• Being included in activities, responsibilities and
opportunities
and support. and/or activities that meet
discussions individually
tablets every Monday.” use a concept map.”
• Referencing sample work or teacher presented
examples
“I have never had to analyze so many different sets
of numbers!”
their needs. • Talking with teacher and peers “We need to access Google Maps and get the
• Completing activities/experiences that3. are
elevation map from the resource file.”
varied
Learners
“I need to ••have
demonstrate and/or are able to describe Using and talking about sample work to complete tasks “I can use the mock writing prompt for ideas on plot
a better understanding of this “
high-quality work. Showing peers how to apply specific steps or processes development.
3. Learners are treated in a fair, clear, and consistent • Self-correcting, showing acceptance of rules and depending
“I’m moving my behavior on understanding
clip to yellow.” of content, student concept before I go to the next activity.”
• Making reference to sample work or models “The assignments check sheet lists many examples of
manner. consequences the resources to use.”
“Ineeds
understand or
that Istudent interest
finished my project past the
• Acknowledging established classroom practices timeline, so that means I won’t get the highest
4. Learners engage in rigorous coursework, • Using content-specific vocabulary “Let’s use the formula we learned in math to predict
grade.”
discussions, and/or tasks that require the use of • Applying concepts from other disciplines the size of our landing area for our rocket test!”

“In my home country, it is unlawful to protest

higher-order thinking (e.g., analyzing, applying, • Creating something new or experimenting to find “We want to find a solution to the traffic congestion E
4. Learners demonstrate and/or have opportunities • Engaging with students performing at different evaluating, synthesizing). answers (models, responses to problems, projects) at dismissal time.”
2. Learners have equal access to classroom • Moving freely to access resources “My learning group signed up to use the tablets
Env
to develop empathy/respect/appreciation for levels against the government.”
differences in abilities, aptitudes, backgrounds,
• Asking questions to understand other cultures, “You have three sisters and I have one!” • Raising their hands for assistance from the teacher
discussions, activities, resources,
cultures, and/or other human characteristics,
technology
differences every Tuesday
5. Learners take responsibility for and are self-directed
or otherand
studentsmy friend’s group uses the
“I‘m struggling to write the end of this research paper.”
conditions and dispositions. • Being included
“I like helping in because
my friend with math activities,
I know responsibilities and
in their learning.
• Referring to their syllabus/personal learning objectives
“Our team is moving too slowly on this part of the
and support. • Helping each other in heterogeneous groups
it’s harder for him than for me.” tablets every Monday.” project. We need to do better.”
discussions • Staying focused on the learning
Environment Item
9115 Westside Parkway, Alpharetta, GA 30009 phone: +1 888.41ED NOW • Talking with teacher and peers
(+1 888.413.3669) email: contactus@advanc-ed.org “We need
9115 Westsideto access
Parkway, Google
Alpharetta, GA 30009 Maps
phone: +1 and
888.41ED get
NOW (+1 the
888.413.3669) email: contactus@advanc-ed.org
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted1. Learners engage in differentiated learning
www.advanc-ed.org elevation map from the resource file.”
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. by written agreement.
www.advanc-ed.org page 1 of 7 page 2 of 7
opportunities and/or activities that meet
Effective Learning Environments Observation Tool® (eleot®) Effective Learning Environments Observation Tool® (eleot®their
) needs.

3. Learners are treated Environment C: consistent

in a fair, clear, and Supportive Learning
• Self-correcting, showing acceptance of rules and Environment
“I’m D: Active
moving my behavior Learning
clip to yellow.”
manner.Environment Item Observe learners …
consequences
Listen for learners saying … Environment Item Observe learners … Listen for learners saying …
“I understand that I finished my project past the
1. Learners demonstrate a sense of community that • Helping each other with learning activities •“Our
Acknowledging
learning group has completedestablished
the first two classroom1. practices timeline, so
Learners’ discussions/dialogues/exchanges with
that means I won’t get the“Our
• Participating in small group activities and student- 2. team
Learners
highest is ready to have
lead theequal access
class discussion on to classroom
is positive, cohesive, engaged and purposeful. steps of the problem.” each other. facilitated lessons the refugee crisis.”
• Displaying an agreement with or understanding of discussions, activities, resources, technolog
the classroom’s rules “My partner and I gave each other feedback on how grade.” • Showing listening skills toward other learners
and
“I disagree withsupport.
your opinion and want to ask other
• Willingly working together on activities, projects or we worked together.” • Responding to questions posed by students classmates their thoughts.”
assignments

4. 2.Learners demonstrate
Learners take risks and/or
in learning (without fear of • have
Proposing opportunities
non-traditional questions or answers •“Why
Engaging with
should we impose students
our beliefs on another performing at2. different
real-life experiences.
“In my home
Learners make connections from content to
country, it is unlawful to protest
• Solving problems, applying information “My group is working on a project to solve the school’s
traffic congestion before and after school.”
• Comparing new learning with real-life situations
negative feedback).
to develop empathy/respect/appreciation for trying new tasks
• Presenting contrasting opinions;
society?”
levels against the government.” “I know how to use this learning to design my own
• Volunteering to lead an activity or try something “I don’t think we conserve energy by recycling.” website.”
differences in abilities, aptitudes, backgrounds,
new when others do not 3. Learners are treated in a fair, clear, and co
• Asking questions to understand other cultures, “You have three sisters and I have one!” manner.
cultures, and/or other human characteristics,
3. Learners are supported by the teacher, their • Seeking help or clarification “If differences
there wasn’t a model posted in our sample corner, 3. Learners are actively engaged in the learning • Asking questions; talking to others about activity “As soon as I finish with this activity, I’d like to work
conditions
peers and/or other and
resourcesdispositions.
to understand this lab report would be tougher to finish.” activities.
• Working towards completion of the activity
on the group project with Tanya and Marisa.”
content and accomplish tasks.
• Asking for additional instruction
“I like helping my friend with math because I know
• Offering assistance to their peers or showing others •“IfHelping
you are availableeach other
during lunch, in back
may I come heterogeneous
to groups • Interacting with their peers to solve problems or
how to do something your room to review the assignment?” it’s harder for him than for me.”
discover solutions

4. Learners collaborate with their peers to

4. Learners demonstrate and/or have opport
• Asking questions, listening and talking to other “What about placing this piece here to make the base
4. Learners demonstrate a congenial and supportive • Giving compliments to peers and teacher “You can do it. Don’t give up even though the
relationship with their teacher. • Offering encouraging words to peers
problems are difficult.” accomplish/complete projects, activities, tasks students about their learning to develop
f
of the tower empathy/respect/appreciation
more stable?”
and/or assignments.
• Serving as peer friends during discussions, “We should ask the other group if they want us to
• Sharing resources differences
“Let’s research in abilities, aptitudes, backgrou
this topic together.”
activities, etc. help them prepare for the presentation.” • Showing interest in the same learning objective cultures, and/or other human characteristi
9115 Westside Parkway, Alpharetta, GA 30009 phone: +1 888.41ED NOW (+1 888.413.3669)
or topic email: contactus@advanc-ed.org conditions and dispositions.
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
www.advanc-ed.org
9115 Westside Parkway, Alpharetta, GA 30009 phone: +1 888.41ED NOW (+1 888.413.3669) email: contactus@advanc-ed.org page 1 of 7
9115 Westside Parkway, Alpharetta, GA 30009 phone: +1 888.41ED NOW (+1 888.413.3669) email: contactus@advanc-ed.org
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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9
©
 Effective Learning Environments Observation Tool® (eleot ®
) Learning Environments Observation Tool (eleot )
Effective Learning Environments Observation Tool® (eleot®)
Effective ® ®

Environment E: Progress Monitoring & Feedback Environment F: Well-Managed Learning

Environment Item Environment A: Equitable Learning
Observe learners … Listen for learners saying … Environment Item Observe learners … Listen for learners saying …

1. Learners monitor their own learning progress
or have mechanisms whereby their learning
Environment Item
progress is monitored.
• Using checklists or rubrics
• Answering questions from teacher about progress
or where they feel challenged
• Following their learning objectives and timelines
“I’m almost finished. I need help with #2.” 1. Learners speak and interact respectfully with • Raising hand, making eye contact “I do not think that is the correct answer, but let’s
teacher(s) and each other. think about it to make sure we have it correct.”
• Not laughing at or criticizing others
Observe learners … Listen for learners saying …
“Yes, I was able to find the different regions of
“Thank you for your help. Now I will help my
South America.” • Encouraging others, complimenting their peers or
teacher learning group.”

2. Learners receive/respond to feedback from • Correcting work or steps taken to complete an “Thank you. How is my work now?” 2. Learners demonstrate knowledge of and/or follow • Staying in learning space
1. Learners engage
teachers/peers/other resourcesin differentiated
to improve
understanding and/or revise work.
activity learning •“I followed
Working in small groups, whole groups,classroom
your example for adding exponents, and
or rules and behavioral expectations
“The concepts
and are easier to understand “Iwhen
• Listening for directions
know what Mr. Naylor wants me to do for
I
this assignment.”
• Responding to questions work well with others.
opportunities and/or activities• Retaking that assessments
meet individually
then I was able to correct all the errors on my test.”
use a concept • Speakingmap.”
respectfully to others “You review the directions and I’ll get the
graph paper.”
their needs. • Asking questions to members from their
learning group • Completing activities/experiences that are varied
3. Learners transition smoothly and “I need
efficiently from to •have a better
Moving quickly understanding
and quietly without disruptions or ofamthis
“I ready to begin my work in this center.”
3. Learners demonstrate and/or verbalize • Taking notes depending on understanding of content,
“This is like yesterday’s lesson.”
one student
activity to another.
concept before I go to
additional directions
the next activity.”
“Ms. Lee said to go in order.”
understanding of the lesson/content. • Participating in activities needs
“You or student
need to measure the outside of ainterest
shape
• Helping peers move quickly in an orderly and
intentional manner
• Contributing to discussions in small groups or with to find its perimeter.”
their learning partners
• Using content-specific vocabulary 4. Learners use class time purposefully with minimal
wasted time or disruptions.
• Following class procedures when working
independently or in groups
“I have three questions left to do before E
I can choose another activity.”
2. 4.Learners have
Learners understand

discussions,
equal
and/or
how their work is assessed.
are able toaccess
explain

activities, resources,
to• Using
classroom
rubrics

technology
• Referring to course syllabus for grading information
•“I need
Moving
to finish all freely
good grade.”
toto access
four problems make a resources “My learning
every Tuesday
group
• Having materials,signed
accessible
• Stayingand
focusedmy
resources andup

on the friend’s
to use
information

group
readily the tablets
“Let’s gather all of the different pieces before

ends uses the

we start building the tower.” Env
• Reviewing exemplars •“WeBeing included
need to look at the rubric soin
that activities,
we know responsibilities and work until the teacher
and support. how to make the best robot.” tablets every Monday.”
the activity time
discussions Environment Item
• Talking with teacher and peers
9115 Westside Parkway, Alpharetta, GA 30009 phone: +1 888.41ED NOW (+1 888.413.3669) email: contactus@advanc-ed.org “We9115need
Westsideto access
Parkway, Google
Alpharetta, Maps
GA 30009 phone: andNOW
+1 888.41ED get (+1 the
888.413.3669) email: contactus@advanc-ed.org
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted1. Learners engage in differentiated learning
www.advanc-ed.org elevation map from the resource file.”
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. by written agreement.
www.advanc-ed.org page 5 of 7 page 6 of 7
opportunities and/or activities that meet
Effective Learning Environments Observation Tool® (eleot®) Effective Learning Environments Observation Tool®their needs.
(eleot ®
)

3. Learners are treated Environment

in a fair, clear, andG: Digital
consistent Learning
• Self-correcting, showing acceptance of rules and Ratings
“I’m moving Guide
my behavior clip to yellow.”
manner.Environment Item Observe learners …
consequences
Listen for learners saying …
“I understand that I finished my project past the
When observing in classrooms, consider the following The factors are listed in order of importance from greatest

1. Learners use digital tools/technology to
gather, evaluate and/or use information
for learning.
• Accessing search engines; solving problems
• Finding resources, citations, information on topics
of interest
• Demonstrating confidence when using the digital
tools/resources
•“This
Acknowledging
site has the most information established
on how to write a classroom practices
factors as you determine the rating for each eleot® item:
• Routine and Systemic
timeline, so that means I won’t get the highest
to least. Thus, the “routine and systemic” category carries
2. Learners have equal access to classroom
more weight than “frequency of application.” The rubric
five-paragraph theme.” below is intended to provide guidance and is not the
• Quality of Application discussions, activities, resources, technolog
grade.”
simple average of the four factors. Observers should use
• Quantity of Students Applying Item
“We are using the ISTE standards as a basis to test our and support.
professional knowledge and judgment in determining the
skills and knowledge.” • Frequency of Application final item rating based on the rubric.

4. Learners demonstrate and/or have opportunities • Engaging with students performing atFactors different “In my home country, it is unlawful to protest
to consider when
VERY
EVIDENT EVIDENT
SOMEWHAT
EVIDENT
NOT
OBSERVED
using eleot:
toresearch,
develop empathy/respect/appreciation
2. Learners use digital tools/technology to conduct
for
• Designing graphic arts, working on multimedia
levels
“I am almost finished with the design for our band against the government.”
solve problems and/or create original projects class’s new logo.”
differences
works for learning.
in abilities, aptitudes, backgrounds, Routine and Systemic Clearly understood, Generally
3. Learners are treated
Singularly used
in a fair, clear, and co
Not observed
• Finding resources, citations, information for
•“Have
Asking questions to understand other cultures,
you found out how to design an aquaponics familiar practice
“You have three sisters and I have one!”
and a regular part
understood
practice but
practice and/or
manner.
not part of the
cultures, and/or other human research characteristics,
purposes garden?” of the classroom not completely regular routine

• Demonstrating confidence when using the differences environment routine

conditions and dispositions. digital tools/resources Quality of Application “I like helping my friend with math because I know
Deep and Moderate Superficial No application

• Helping each other in heterogeneous groups more complex to some complex or simple of item

it’s harder for him than for me.”

application of item application of item application of item

3. Learners use digital tools/technology to • Using blogs, social media “Our team will write next week’s class blog.”
communicate and/or work collaboratively Quantity of Students All or most At least half of Some or only a No students are

for learning. • Working with other learners on a project or activity “Don’t forget to update our team’s progress on Applying Item
4. Learnersaredemonstrate
students are
few students
applying item
applying item
applyingand/or
item have opport
students are
applying item
our documents page.” to develop empathy/respect/appreciation f
• Demonstrating confidence when using the digital
tools/resources Frequency of Application The item is The item is differences
The item is in abilities, aptitudes, backgrou
Not observed
observed with observed with observed once
high frequency moderate cultures,
or very and/or other human characteristi
few times
9115 Westside Parkway, Alpharetta, GA 30009
• Providing feedback to peers online phone: +1 888.41ED NOW (+1 888.413.3669) email: contactus@advanc-ed.org
frequency
conditions and dispositions.
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
www.advanc-ed.org
9115 Westside Parkway, Alpharetta, GA 30009 phone: +1 888.41ED NOW (+1 888.413.3669) email: contactus@advanc-ed.org page 1 of 7
9115 Westside Pkwy., Alpharetta, GA 30009 p: +1 888.41ED NOW e: contactus@advanc-ed.org
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
www.advanc-ed.org
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©