Alexandra Briggs, Pittsfield, NH

Start with your success

1. Reflect on and write a short description of a meaningful learning experience in your life. Note what it is about the practice that makes it so successful.

2. In groups of 3, the first person shares their meaningful learning experience and why it is so successful.

3. The group of 3 discusses how this practice is different from what is typically considered a good learning experience.

4. Each of the other three members of the group shares their meaningful learning experiences and why it is so successful.

Synthesize Best Practices

ELO Process

In fact, ELOs can be:

individual or group-basedschool-based or larger communitystudent initiated or adult

initiatedlarge scale or small scaletied to a class or extracurricular

In ANY disciplineFor ANY student

providing rich experiences

Engage students by

through meaningfulcontexts that

develop students’competence and

confidenceas measured byobservation and

feedback

Address competencies throughguiding essential questions explored inauthentic context supported bycontent and skill developmentevaluated through learning assessments

Community BasedGroup Experiences

School BasedGroup Experiences

ELO Planning

Categories of ELOs

Interest-driven ELOs – creative, highly personalized, beyond-the-classroom experiences. Student-support-driven ELOs – flexible responses to students’ academic or social support needs.

Integration-driven ELOs – bringing existing programming under the ELO tent.

~Executive Summary: Final Report of Evaluation Findings

May 2011, UMass Donohue Institute

Best Practices• All students have access and the

support/resources they need for proper implementation

• Student constructs meaning and produces knowledge

• Student uses disciplined inquiry to construct meaning

• Student needs and interests are key• There is a vetted community partner/adult• Learning team for each student• Assessment strategies and grading criteria are

defined up front• There is a qualified facilitator overseeing the

process

The Six A’s of Designing Successful Projects

 Authenticity• Projects use a real world context (e.g.,

community and workplace problems) and address issues that matter to the students

Academic Rigor• Projects address key learning standards

identified by the school or district and helps students develop habits of mind  and work associated with academic and professional disciplines.

 

Applied Learning• Projects engage students in solving

semi-structured problems  calling for competencies expected in high-performance work organizations (e.g., teamwork, problem-solving, communication, etc.)

 

Active Exploration• Projects extend beyond the classroom

and connect to work internships, field based investigations, and community explorations .

Adult Connections• Projects connect students with adult

mentors and coaches  from the wider community. 

Assessment Practices• Projects involve students in regular

exhibitions  and assessments of their work in light of personal, school and real-world standards of performance .

Online Resources

www.education.nh.gov/innovations/elo/

BeyondClassroom.org

Please contact us at: Alexandra Briggs, Pittsfield, NH abriggs@pittsfieldnhschools.orgSheila Ward, Pittsfield, NHsward@pittsfieldnhschools.org

Thank You