RSML 5-E ETSOT ELEOT ALIGNMENT
RSML Introduction
Hook, learning intentions, success criteria,
prior learning, vocabulary
5E Engage
This phase of the 5 E's starts the
process. An "engage" activity should
do the following:
1. Make connections between
past and present learning
experiences
2. Anticipate activities and
focus students' thinking on
the learning outcomes of
current activities. Students
should become mentally
engaged in the concept,
process, or skill to be
learned.
The purpose for the ENGAGE stage
is to pique student interest and get
them personally involved in the
lesson, while pre-assessing prior
understanding. During this
experience, students first encounter
and identify the instructional task.
During the ENGAGE stage, students
make connections between past and
present learning experiences, setting
the organizational ground work for
upcoming activities. Through
discussions, videos may be used to
uncover students prior
Presentation Guided Practice
Explicit Skill / Strategy Teaching Small group/ individual; Includes quality
task, monitored by teacher, teaching at point
of need, slow release
Explore / Explain
This phase of the 5 E's provides This phase of the 5 E's helps students
students with a common base of explain the concepts they have been
experiences. They identify and exploring. They have opportunities to
develop concepts, processes, and verbalize their conceptual understanding
skills. During this phase, students or to demonstrate new skills or
actively explore their environment behaviors. This phase also provides
or manipulate materials. opportunities for teachers to introduce
formal terms, definitions, and
explanations for concepts, processes,
skills, or behaviors.
Teachers will model skills and thinking
patterns in this phase with the students
and under his guidance.
Students carry out hands-on Only after students have explored the
activities in which they can explore concept or skill does the teacher provide
the concept or skill. They grapple the concepts and terms used by the
with the problem or phenomenon students to develop explanations for the
and describe it in their own words. phenomenon they have experienced.
This phase allows students to The significant aspect of this phase is
acquire a common set of that explanation follows experience.
experiences that they can use to help Students practice skills under teacher's
each other make sense of the new guidance.
concept or skill.
Independent Practice
Independent practice of skill/ strategy
monitored by teacher, release to
students, progress tracked by Teacher
Elaborate / Extend
This phase of the 5 E's extends
students' conceptual understanding
and allows them to practice skills
and behaviors. Through new
experiences, the learners develop
deeper and broader understanding
of major concepts, obtain more
information about areas of interest,
and refine their skills.
Teachers will oversee students
implementing their skills and
refining them to provide necessary
support but with minimum
guidance.
This phase provides opportunities
for students to apply what they
have learned to new situations and
so develop a deeper understanding
of the concept or greater use of the
skill. It is important for students to
discuss and compare their ideas
with each other during this phase.
Students practice skills under
minimum teacher's guidance.
Review
Connection to learning intentions and
success criteria, clarifying key points,
feedback to and from students,
reflection on learning
Evaluate
This phase of the 5 E's encourages
learners to assess their
understanding and abilities and lets
teachers evaluate students'
understanding of key concepts and
skill development.
The final phase provides an
opportunity for students to review
and reflect on their own learning
and new understandings and skills.
It is also when students provide
evidence for changes to their
understandings, beliefs and skills.
 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.