RSML - 5 - e - 8 Etsot - Eleot Alignment

RSML 5-E ETSOT ELEOT ALIGNMENT
RSML Introduction Presentation Guided Practice Independent Practice Review

Hook, learning intentions, success criteria, Explicit Skill / Strategy Teaching Small group/ individual; Includes quality Independent practice of skill/ strategy Connection to learning intentions and
prior learning, vocabulary task, monitored by teacher, teaching at point monitored by teacher, release to success criteria, clarifying key points,
of need, slow release students, progress tracked by Teacher feedback to and from students,
reflection on learning
5E Engage Explore / Explain Elaborate / Extend Evaluate
This phase of the 5 E's starts the This phase of the 5 E's provides This phase of the 5 E's helps students This phase of the 5 E's extends This phase of the 5 E's encourages
process. An "engage" activity should students with a common base of explain the concepts they have been students' conceptual understanding learners to assess their
do the following: experiences. They identify and exploring. They have opportunities to and allows them to practice skills understanding and abilities and lets
develop concepts, processes, and verbalize their conceptual understanding and behaviors. Through new teachers evaluate students'
1. Make connections between skills. During this phase, students or to demonstrate new skills or experiences, the learners develop understanding of key concepts and
past and present learning actively explore their environment behaviors. This phase also provides deeper and broader understanding skill development.
experiences or manipulate materials. opportunities for teachers to introduce of major concepts, obtain more
2. Anticipate activities and formal terms, definitions, and information about areas of interest,
focus students' thinking on explanations for concepts, processes, and refine their skills.
the learning outcomes of skills, or behaviors. Teachers will oversee students
current activities. Students Teachers will model skills and thinking implementing their skills and
should become mentally patterns in this phase with the students refining them to provide necessary
engaged in the concept, and under his guidance. support but with minimum
process, or skill to be guidance.
learned.
The purpose for the ENGAGE stage Students carry out hands-on Only after students have explored the This phase provides opportunities The final phase provides an
is to pique student interest and get activities in which they can explore concept or skill does the teacher provide for students to apply what they opportunity for students to review
them personally involved in the the concept or skill. They grapple the concepts and terms used by the have learned to new situations and and reflect on their own learning
lesson, while pre-assessing prior with the problem or phenomenon students to develop explanations for the so develop a deeper understanding and new understandings and skills.
understanding. During this and describe it in their own words. phenomenon they have experienced. of the concept or greater use of the It is also when students provide
experience, students first encounter This phase allows students to The significant aspect of this phase is skill. It is important for students to evidence for changes to their
and identify the instructional task. acquire a common set of that explanation follows experience. discuss and compare their ideas understandings, beliefs and skills.
During the ENGAGE stage, students experiences that they can use to help Students practice skills under teacher's with each other during this phase.
make connections between past and each other make sense of the new guidance. Students practice skills under
present learning experiences, setting concept or skill. minimum teacher's guidance.
the organizational ground work for
upcoming activities. Through
discussions, videos may be used to
uncover students prior
understanding. The video format
arouses students curiosity and
encourages them to ask their own
questions.
8 ETSOT Non-Linguistic Non-Linguistic Non-Linguistic Non-Linguistic Self-Regulated
Representation Representation Representation Representation Learning
Direct Instruction Reciprocal Teaching Self-Regulated Learning Self-Regulated Meaningful Feedback
Meaningful Feedback Reciprocal Teaching Learning
Concept Mapping Meaningful Feedback Reciprocal Teaching
Direct Instruction Concept Mapping Meaningful Feedback
Inquiry-Based Learning Inquiry-Based Learning Concept Mapping
Inquiry-Based
Learning
The 8 Effective Teaching Strategies are mostly already built into or implied in Planning, Teaching & Learning. They are not Extras added on to Lessons or Teacher Chores;
rather, they are so many means to the ends of instruction, or the best means to the most optimal and desired ends. They are Tools only to support Teaching & Learning, i.e., ways
to achieve outcomes based on Learning Intentions and then the means of verifying whether success has been achieved. Many are already built into the Riyadh Schools Model
Lesson Plan.
ELEOT
The purpose of the ELEOT Tool is to help educators identify and document observable evidence of classroom environments that are conducive to student learning.
Results of observations will be used to corroborate information obtained from interviews, artifacts and student performance data.
Equitable Learning Environment 4 Indicators

High Expectation Environment 5 Indicators
Supportive Learning Environment 4 Indicators
Active Learning Environment 4 Indicators
Progress Monitoring & Feedback Environment 4 Indicators
Well-Managed Learning Environment 4 Indicators
Digital Learning Environment 4 Indicators
As with the 8 ETSOT, ELEOT is designed to help identify what is observable in the Teaching & Learning Process. It is not designed as a set of discrete strategies teachers need to
memorize, then plan and refer to as if they were add-ons; rather, it ought to be an integral part of how teachers approach, plan, and reflect on how they intend to and then do deliver
instruction. ELEOT Environments are desirable because of their suitability for better learning outcomes, because they are for students, and every teacher should want to create
Environments which are conducive to Learning.

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RSML 5-E ETSOT ELEOT ALIGNMENT

RSML Introduction Presentation Guided Practice Independent Practice Review

Equitable Learning Environment 4 Indicators

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