ESSENTIAL QUESTIONS FOCUS THE ELO AND DRIVE THE LEARNING
The essential question should
Motivate and shift students toward ownership of learning.
Be approachable from many different entry points.
Be thoughtful, provoking, and philosophical, and not have a simple (or “google-able”) answer.
Provide a baseline for the student to refine his or her own answer throughout the ELO experience.
ELO PARTNERS OFFER A RICH SOURCE OF KNOWLEDGE AND EXPERIENCE The ELO
Partners involved should
Know their roles and responsibilities.
Have input in all aspects of the ELO experience.
Include the following individuals:
THE STUDENT DESCRIBES HOW AND HOW OFTEN THEY WILL COMMUNICATE WITH ALL PARTNERS
The communication plan should:
Describe how regular communication with each partner will take place.
Reflect the needs and ability of the student.
Involve the student reflection process so partners can assess the student’s developing understanding.
Timeline and Benchmarks
A TIMELINE AND BENCHMARKS PROVIDE A FRAMEWORK TO ENSURE MOVEMENT TOWARDS COMPETENCY MASTERY
The Timeline and Benchmarks should:
Contain the essential content of the ELO.
Represent tasks, reflections, rehearsals, practices, drafts, or small discreet projects that can be assessed formatively as well as provide a foundation for the summative assessment.
Provide an opportunity to review work by all partners involved in the ELO.
THE ASSESSMENT PLAN IS BASED ON COMMON COMPONENTS.
The ELO Assessment Plan should:
Be based on common components through which students
are assessed on the knowledge and skills demonstrated
through the ELO:
THE ELO IS BASED ON COMPETENCIES THAT GUIDE STUDENTS’ LEARNING AND TRANSLATE THE LEARNING INTO CREDIT.
The Credit Bearing ELO should:
Describe competencies that illustrate what the student should know and be able to do.
Be considered for either core content or elective credit.
Consider interdisciplinary competencies.
Include college and career readiness standards.