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Environment A: Equitable Learning: Effective Learning Environments Observation Tool (Eleot)

The document discusses creating equitable learning environments where each student's individual needs are met and they feel valued. It focuses on students working in varied groups or individually, engaging with activities based on interests, and demonstrating respect and understanding toward others from different backgrounds.

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Alyssa Zayas Ibañez
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450 views1 page

Environment A: Equitable Learning: Effective Learning Environments Observation Tool (Eleot)

The document discusses creating equitable learning environments where each student's individual needs are met and they feel valued. It focuses on students working in varied groups or individually, engaging with activities based on interests, and demonstrating respect and understanding toward others from different backgrounds.

Uploaded by

Alyssa Zayas Ibañez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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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 classrooms are social environments or 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 • Work in small groups, whole • Look at individual students’ work
thought of as meaning “the groups or individually. to determine if it is the same or
same,” which is the definition different from other students’
• Engage in activities/experiences
of equality. An equitable assignments.
that are varied depending on
learning environment describes
needs or interests. • Check for individual or groups of
an environment where each
students who are seated apart
student’s individual needs are • Access resources (material,
from other students.
met and he/she is valued for her digital and human) to attain
or his uniqueness, not sameness understanding of the concept(s). • Walk around the class to see if
(Jamieson, Roberta, 2000). all students have the materials/
• Ask questions to understand
resources to complete their work.
• Although students should have other cultures, differences and
equal access to the learning at backgrounds. • Listen to the words and tone of
hand, their experiences or activities voice students and the teacher
• Show compassion toward their
can differ depending on their use toward each other during
peers or convey compassion during
prior knowledge, interests or conversations and questions.
discussions.
understanding of concepts.
• Listen for words and watch for
• Demonstrate a desire to
• The essence of this environment nonverbal behaviors that reflect
understand others through
is concentrated on the individual acceptance and respectful
conversations and questions.
student. In highly rated equitable curiosity about others’ cultures,
learning environments, the backgrounds and differences.
individual student is progressing
• Ask students questions about
and learning at his own rate and
their group assignment (“Are you
showing respect toward other
working on the same assignment
individuals.
as other groups?”).

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