Effective Learning Environments Observation Tool (eleot)

Improvement is driven by measurement and data. Educators can be more successful when provided regular, targeted feedback regarding learner behaviors, actions, and dispositions in the classroom. In order to support schools and educators in their continuous improvement journey and their manifestation of the standards, Cognia developed its initial Effective Learning Environments Observation Tool® (eleot®) in 2012. This classroom observation instrument is designed to measure and promote a learner-centric environment, where learners demonstrate active engagement, agency, and self-efficacy.

The authors of eleot immersed themselves in the mindset of learners in a classroom, focusing on these essential questions: “What do learners experience during class time? How do learners respond and react to the instruction? Are learners engaged in the learning? In what ways do they interact with their peers?” Keeping these questions central to the purpose of development, the authors conducted research that aligned with and supported learner-centric instructional approaches and methodologies, including research from psychologists Piaget, Vgotsky, and Dewey. By describing specific observable learner actions, eleot helps educators and leaders parse out how learners are demonstrating engagement in their learning. Specifically, eleot provides real-time data and evidence that allows observed classroom behaviors to indicate effective learning environments, which relate to Cognia standards’ characteristics of strong learning culture, engagement, and growth. These data can help identify successes and prioritize appropriate strategies and actions to improve.

Using Cognia’s standards and reviewing research on effective teaching and learning, learner-centric tasks, learner attitudes and dispositions, as well as digital learning expectations set forth by the International Society for Technology in Education (ISTE) Standards, eleot’s items were categorized by contexts or learning environments (pictured). Reliability and validity evidence for eleot is generated through regular examination of the instrument. Details regarding the technical analysis of eleot, including internal reliability, convergent and discriminant validity evidence, and statistical evaluation of the underlying theoretical structure are available in the eleot Technical Brief. Together, these results provide evidence supporting the use and interpretation of eleot observation results as describing effective instruction within the seven learning environments.

Strengths: The data submitted across Cognia’s network paints a positive picture of learner environments, particularly related to classroom culture, active engagement, and understanding of their work. Across multiple observation items, learners demonstrated a sense of community within the classroom setting or a feeling of belonging. Observation data overwhelmingly showed that students were treated fairly, regardless of the grade band. Another positive result to highlight is that learners were supported by their teachers to complete their work. The classroom observation data indicate that most of the time, learners demonstrated responsibility for their learning, meaning there was a high level of commitment to learning and being engaged.

Opportunities: Even in areas of strength indicated by the data, opportunities exist. For example, though the data showed more than 86% of learners in classrooms demonstrated a positive sense of community, the data also show that in 14% of observations, evidence of positive community was not present. As such, educators should be mindful of interpretations of their data and the opportunity presented to ensure all learners are provided with effective learning conditions.

Another opportunity is to increase learners making connections to real-life experiences. When learning is relevant, academic achievement is higher, and learners are motivated to do their best. Additionally, findings from the observations suggest the need for an increased focus on learner ability to describe their work and how it is assessed. Observation data indicated that although most learners demonstrated responsibility for their learning, they were less frequently observed demonstrating and talking about what the teacher expected in terms of high-quality work. Over time, learners that show less interest in taking initiative begin to forget assignments and say they are unsure what it takes to do high-quality work. Additionally, they might be showing signs of disinterest in learning and exhibit waning self-efficacy. Cultivating learners’ understanding of and capacity to explain the criteria to do their best work also helps them navigate their learning and self-monitor their learning progress, thereby building agency. When learners can explain in their own words how their work is assessed or graded, they are better able to complete high-quality work.

There is a striking disconnect between belonging and collaborating with their peers toward a common learning goal in the observed data. It is possible that collaborating with others was difficult if the learners were observed learning remotely. This is one limitation of the data set described above. Another notable finding is that 60% of the observations indicated learners had opportunities to show empathy and respect towards their peers who are different from them. This means that about 40% of the time, learners either did not have opportunities or did not demonstrate these social and emotional skills. These data could mean that learners may need increased support and opportunity to demonstrate their collaboration skills and to interact with their peers who are not like them. When collaboration is a regular part of learning activities and experiences, learners can develop the critical skills that promote peer community.