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.”
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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
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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.”
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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
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9115 Westside Pkwy., Alpharetta, GA 30009 p: +1 888.41ED NOW e: contactus@advanc-ed.org
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www.advanc-ed.org page 7 of 7

9
©
 Effective Learning Environments Observation Tool® (eleot®)

Ratings Guide

When observing in classrooms, consider the following The factors are listed in order of importance from greatest
factors as you determine the rating for each eleot® item: to least. Thus, the “routine and systemic” category carries
• Routine and Systemic more weight than “frequency of application.” The rubric
below is intended to provide guidance and is not the
• Quality of Application
simple average of the four factors. Observers should use
• Quantity of Students Applying Item professional knowledge and judgment in determining the
• Frequency of Application final item rating based on the rubric.

VERY SOMEWHAT NOT

Factors to consider when EVIDENT EVIDENT EVIDENT OBSERVED
using eleot:

Routine and Systemic Clearly understood, Generally Singularly used Not observed
familiar practice understood practice and/or
and a regular part practice but not part of the
of the classroom not completely regular routine
environment routine

Quality of Application Deep and Moderate Superficial No application

more complex to some complex or simple of item
application of item application of item application of item

Quantity of Students All or most At least half of Some or only a No students are
students are students are few students are applying item
Applying Item applying item applying item applying item

Frequency of Application The item is The item is The item is Not observed
observed with observed with observed once
high frequency moderate or very few times
frequency
 Effective Learning Environments Observation Tool (eleot® 2.0)
The purpose of this tool is to help you identify and document observable evidence of classroom environments that are conducive to
student learning. Circle the number that corresponds with your observation of each learning environment item descriptor below. As
needed and appropriate make inquiries with learners.
Grade
Date __________ School ________________________City ________________State/Province________ Country ____________ Levels ______
Time Time Check ALL Lesson Lesson Lesson
In ________ Out _______ that apply: Beg ________ Mid _______ End _______Subject Observed _____________ Observer______________

Very Somewhat Not

Evident Evident Evident Observed
A. Equitable Learning Environment:
1. Learners engage in differentiated learning opportunities and/or activities that meet their needs 4 3 2 1
2. Learners have equal access to classroom discussions, activities, resources, technology, and support 4 3 2 1
3. Learners are treated in a fair, clear and consistent manner 4 3 2 1
4. Learners demonstrate and/or have opportunities to develop empathy/respect/appreciation for 4 3 2 1
differences in abilities, aptitudes, backgrounds, cultures, and/or other human characteristics, conditions
and dispositions
B. High Expectations Environment:
1. Learners strive to meet or are able to articulate the high expectations established by themselves 4 3 2 1
and/or the teacher
2. Learners engage in activities and learning that are challenging but attainable 4 3 2 1
3. Learners demonstrate and/or are able to describe high quality work 4 3 2 1
4. Learners engage in rigorous coursework, discussions, and/or tasks that require the use of higher 4 3 2 1
order thinking (e.g., analyzing, applying, evaluating, synthesizing)
5. Learners take responsibility for and are self‐directed in their learning 4 3 2 1
C. Supportive Learning Environment:
1. Learners demonstrate a sense of community that is positive, cohesive, engaged, and purposeful 4 3 2 1
2. Learners take risks in learning (without fear of negative feedback) 4 3 2 1
3. Learners are supported by the teacher, their peers and/or other resources to understand content 4 3 2 1
and accomplish tasks
4. Learners demonstrate a congenial and supportive relationship with their teacher 4 3 2 1
D. Active Learning Environment:
1. Learners' discussions/dialogues/exchanges with each other and the teacher predominate 4 3 2 1
2. Learners make connections from content to real‐life experiences 4 3 2 1
3. Learners are actively engaged in the learning activities 4 3 2 1
4. Learners collaborate with their peers to accomplish/complete projects, activities, tasks and/or 4 3 2 1
assignments
E. Progress Monitoring and Feedback Environment:
1. Learners monitor their own learning progress or have mechanisms whereby their learning progress 4 3 2 1
is monitored
2. Learners receive/respond to feedback (from teachers/peers/other resources) to improve 4 3 2 1
understanding and/or revise
3. Learners demonstrate and/or verbalize understanding of the lesson/content 4 3 2 1
4. Learners understand and/or are able to explain how their work is assessed 4 3 2 1
F. Well‐Managed Learning Environment:
1. Learners speak and interact respectfully with teacher(s) and each other 4 3 2 1
2. Learners demonstrate knowledge of and/or follow classroom rules and behavioral expectations and 4 3 2 1
work well with others
3. Learners transition smoothly and efficiently from one activity to another 4 3 2 1
4. Learners use class time purposefully with minimal wasted time or disruptions 4 3 2 1
G. Digital Learning Environment
1. Learners use digital tools/technology to gather, evaluate, and/or use information for learning 4 3 2 1
2. Learners use digital tools/technology to conduct research, solve problems, and/or create original 4 3 2 1
works for learning
3. Learners use digital tools/technology to communicate and/or work collaboratively for learning 4 3 2 1
 Effective Learning Environments Observation Tool® (eleot®)

Environment A: Equitable Learning

Why It Matters: Most learning occurs in a social context (Vygotsky’s Theory of Learning) when interactions between
students and adults occur informally and formally. Since learning environments are social systems, student interactions
and exchanges during conversations, discussions, and other activities greatly impact their overall learning process, social
development, and respectful acceptance of others.

What to Understand What Learners Do What Observers Do

• The term, equitable, is often
thought of as meaning, “the
same,” which is the definition
of equality. An equitable
learning environment describes
an environment where each
student’s individual needs are
met and he/she is valued for her
or his uniqueness, not sameness
(Jamieson, Roberta, 2000).
• Although students should have
equal access to the learning at
hand, their experiences or activities
can differ depending on their
prior knowledge, interests or
understanding of concepts.
• The essence of this environment
is concentrated on the individual
student. In highly rated equitable
learning environments, the
individual student is progressing
and learning at his own rate and
showing respect toward other
individuals.
• Work in small groups, whole
groups or individually.
• Engage in activities/experiences
that are varied depending on
needs or interests.
• Access resources (material,
digital and human) to attain
understanding of the concept(s).
• Ask questions to understand
other cultures, differences and
backgrounds.
• Show compassion toward their
peers or convey compassion during
discussions.
• Demonstrate a desire to
understand others through
conversations and questions.
• Look for small groups of students
working together to determine
if they are completing the same
or different activities from other
groups.
• Listen for students’ questions
about what resource /materials
they need to complete their work.
• Find out in advance of the
observation if the students have
playlists or pathways that give
them choices for their activities.
• Listen to the words and tone
students and the teacher use
among each other during
conversations and questions.
• Listen for words and watch for
nonverbal behaviors that reflect
acceptance and respectful
curiosity about others’ cultures,
backgrounds and differences.

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 Effective Learning Environments Observation Tool® (eleot®)

Environment B: High Expectations

Why It Matters: Teachers often calibrate their expectations differently based how they perceive students, and students
detect and respond to those expectations accordingly, whether they are high or low (Rosenthal & Jacobs, 1968). Successful
teachers, however, work to foster high expectations for all their students (Marzano, 2010). They do this because it is “through
relationships that convey high expectations [that] students learn to believe in themselves and in their futures, developing the
critical resilience of self-esteem, self-efficacy, autonomy, and optimism” (Benard, 1995, p.3).

What to Understand What Learners Do What Observers Do

• This environment is about
opportunity and response.
• Teachers are responsible for
presenting students with rigorous
work and content and for holding
students to high standards.
• Students are expected to rise to
meet the challenges presented by
teachers and persevere through
difficult work.
• In many cases, students need
opportunities to work with others
to complete rigorous work.
• Exhibit signs of wrestling with
content and learning objectives
• Extend learning by applying it
to both related and seemingly
disparate situations and contexts
• Overcome challenges presented by
the lesson to achieve success and
mastery of material
• Generate new content/materials
• Work collaboratively to solve
problems and complete tasks
• Share learning objectives with
others
• Listen for comments and questions
from students about their use of
rubrics and exemplars to help them
complete high-quality work.
• Listen for teachers asking complex
and open-ended questions and for
students asking clarifying questions
and connecting their learning to
diverse situations.
• Watch if students are rapidly
completing each step of the
learning assignment or working
through tasks with deliberation
and effort.
• Watch to see whether students
are working through tasks with
deliberation and effort or if they
are rapidly completing each step of
the learning assignment.
• Observe students showing their
previously completed work (or
work in progress) through a
demonstration, descriptions of a
visual, etc.

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 Effective Learning Environments Observation Tool® (eleot®)

Environment C: Supportive Learning

Why It Matters: The culture of learning in a remote classroom can have important implications for student outcomes.
Aspects of classroom culture that have demonstrable effects on student achievement are student-teacher relationships,
student self-concept, and the extent to which learning supports are available during instruction and application of learning
(activities, assignments and tasks).

What to Understand What Learners Do What Observers Do

• Hattie (2009) found that “the • Speak and interact with peers and • Take note of how students respond
most critical aspects contributed by the teacher in constructive and to the norms established, such as
the teacher are the quality of the meaningful ways. being on time, paying attention,
teacher and the nature of teacher- and staying focused.
• Provide support for others
student relationships.” Though
regarding understanding of • Listen for comments and verbal
important, it is not sufficient that
content and expectations, as well exchanges in which students share
classroom interactions are positive;
as in accomplishing individual and/ feelings/attitudes about the remote
the focus of classroom interactions
or group tasks. learning environment.
should be productive student
learning. • Focus attention, energy, and • Check for ways students are
conversation on learning challenged and supported and the
• Dweck (2010) recommends that
objectives, assignments, or tasks. role of the teacher in this process.
educators take an active role in
“creating a culture of risk-taking” • Demonstrate willingness to move • Pay attention to students’ comfort
that emphasizes “challenge, beyond their comfort zones to ask/ level for sharing an answer or
not success”. Intellectual risk- answer questions or share ideas of idea, even if they are not sure it is
taking can occur within many which they are uncertain. correct.
contexts stemming from a variety
of sources, but students must
have opportunities for productive
struggle appropriate to their own
levels of need.

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 Effective Learning Environments Observation Tool® (eleot®)

Environment D: Active Learning

Why It Matters: Studies, as well as espoused psychological principles, strongly indicate that students learn best when
they participate, have ownership in the learning, and see the relevance of what is being studied. When learners are inherently
engaged or actively participating, they are more likely to refrain from “risk-involving behaviors in the learning environment”
(Skinner, Furrer, Marchand, and Kindermann, 2008).

What to Understand What Learners Do What Observers Do

• Active learning generally means
that students are highly involved
and take part in activities and
discussions, typically with their
peers, during the learning process.
• Active learning is different from
passive learning- where students
listen, watch and occasionally raise
their hands to respond to their
teachers’ questions.
• Commonly implemented
instructional strategies, such as
problem-based, cooperative and
collaborative learning, promote
active learning (Prince, 2004).
• Discussions in which students
predominate occur when the
classroom culture has high
expectations and is respectful,
supportive, and learner-centric.
• The content/topics and flow of the
discussion are driven by students
(Byrd, 2008).
• Ask questions, work on projects • Observe the number of students
and activities. participating in the discussion or
activity.
• Act as facilitators of the discussion
and take ownership of the content • Listen for learners taking the lead
and topics. in discussions.
• Make statements that indicate an • Listen for questions that students
understanding of the relevance ask each other during the
for what is being learned; discussions.
communicate or demonstrate “this
• Listen for students exchanging
is important because…”
ideas or accepting others’ opinions
• Seek assistance from and ask or perspectives.
questions to their peers; share their
• Determine if students are leading
understanding of the activity with
an exchange or discussion about a
peers.
topic that is relevant to them.
• Work in his or her assigned
• Take note of students commenting
role in a group (time keeper,
or asking questions that indicate
communicator, etc.) to complete
they know why the content,
the activity or project.
activity or project is important to
• Communicate with other students understand and complete.
about the activity, ask each other
questions, and share responsibility
for the completion of the task.

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 Effective Learning Environments Observation Tool® (eleot®)

Environment E: Progress
Monitoring & Feedback
Why It Matters: Establishing “feedback loops” within the classroom is one of the most powerful ways for teachers
and students to communicate about learning taking place in the moment, thereby providing opportunities for learners to
apply content correctly as defined by specified learning outcomes. The process of setting and communicating learning targets,
providing aligned activities, sharing appropriate feedback, and assessing progress toward targets has a proven impact on
student achievement.

What to Understand What Learners Do What Observers Do

• Progress monitoring, as it is used
within eleot®, refers to formative
activities that provide information
regarding student progress toward
a learning goal.
• The impact of feedback on
student learning varies greatly
depending on the kind and quality
of feedback provided (Hattie and
Timperley, 2007).
• “Teachers not only must be clear
about what they want students to
learn; they also must know typical
student steps and missteps toward
this goal” (Moss & Brookhart,
2009).
• Make use of references such
as rubrics and criteria lists
during collaborative activities,
in discussions with teachers,
or as a guide while working
independently.
• Ask and answer questions
about lesson content as well
as expectations for outcomes,
including ways in which content
will be assessed.
• Share peer feedback aligned to
learning objectives or specific
criteria from rubrics or other
learning resources.
• Reflect on learning progress based
on specified learning objectives or
expectations.
• Listen for students to make
statements about their use of
checklists, learning targets, and/or
other tools that help keep them on
track.
• Pay attention to students’
questions or comments when
given instructions to complete any
type of an assessment.
• Listen for discussions about
the content that demonstrate
students’ understanding.
• Listen for student feedback on
their individual or group learning
targets or learning objectives.
• See if students appear clear or
confused about the feedback
received, expectations to improve
their work, and/or purpose of the
lesson.

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 Effective Learning Environments Observation Tool® (eleot®)
Environment F: Well-Managed
Why It Matters: Well-managed learning environments, with strategies that are consistently applied, enhance prosocial
behavior, impact student achievement, and build students’ confidence in their ability to learn and work with others (Brophy,
2006).
What to Understand
• A well-managed learning
environment is characterized by a
system of established expectations
that are clearly communicated and
consistently implemented.
• Evertson (2013) asserts that an
effective and well-managed
learning environment cultivates a
high level of student engagement.
• A well-managed learning
environment is dependent upon
the teacher’s understanding
of each student’s needs and
personalities in order to establish
an environment that is safe and
productive for all.
• Smooth transitions from one
activity to another ensure students
are prepared for the next learning
experience.
What Learners Do
• Speak politely to their peers and
teachers and show respect while
others are talking.
• Listen to and follow their teacher’s
directions to change or complete
activities.
• Demonstrate understanding of the
remote learning expectations and
practices.
• Share information and/
or resources, materials and
understanding of the activity with
other students.
• Transition quickly and orderly
efficiently from one activity to the
next with few redirections.
• Focus on their assignments or
activities.
What Observers Do
• Listen to the tone of the verbal
interactions students have
with each other and with their
teacher(s).
• Listen to and watch for students
sharing information with
each other so that established
expectations, rules, and norms are
upheld.
• Watch students exchange
information about resources and
materials and work well in groups.
• Observe how quickly students
cognitively refocus after
transitioning to a new activity.
• Look for students who are on task
and attentive to their work and
teacher(s).
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 Effective Learning Environments Observation Tool® (eleot®)

Environment G: Digital Learning

Why It Matters: Today’s learners encounter digital devices from a very early age, essentially growing up with some
form of technology in their hands (National Educational Technology Plan, 2004). As an ISTE white paper explains, “Future
innovation in education and technology will continue to disrupt virtually every industry and enterprise, presenting challenges
as well as unprecedented opportunities for economic growth and human development” (Barr & Sykora, 2015, p.4). Faced
with such a future, high-quality classrooms must find innovative and authentic ways to integrate student use of technology in
a way that fosters a positive and strong digital learning environment.

What to Understand What Learners Do What Observers Do

• This environment focuses on student
use of digital tools.
• Student interaction is essential to
ensure connection and collaboration
with their peers and teacher(s).
• For example, the first 20 minutes
are might be focused on introducing
the lesson and the teacher’s
expectations. Therefore, students
might not be engaged in critical
thinking, collaborating with peers, or
exploring topics that are relevant and
interesting to them.
• Each Item Descriptor measures a
different aspect of student use of
digital tools and
G.1 - Basic information gathering
G.2 - More in-depth research,
problem-solving and new learning
G.3 - Communication and
collaboration assigned to groups,
do not necessarily indicate they are
collaborating.
• Look up information needed to
complete activities.
• Apply information and lesson
content to new situations.
• Collect and synthesize information
from a variety of sources to develop
a deeper body of knowledge.
• Generate new content/materials.
• Work collaboratively to solve
problems and complete tasks.
• Share learning objectives with
others.
• Listen for students’ responses to
questions and the format in which
they respond: are their responses
through discussions, demonstrations
or text-based?
• Watch for students’ ease of using
various features of the platform or
Learning Management System.
• Listen for students discussing
progress and explaining their work/
learning to peers.
• Listen to discussions between
and among students that indicate
research, problem-solving and other
critical thinking skills have been
integrated in the learning activity.
• Observe students’ creative artwork,
charts, graphs or graphic arts that
demonstrate their application of
skills to enhance or support their
learning.
• Pay attention to how students
communicate with the teacher and/
or each other. Are they using group
messaging, breakout rooms, chat
rooms, and/or direct messages?

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