Contact Information
What ELM is:
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100% TEKS based
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Relevant & Authentic
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Aligned to the district Scope &
Sequence
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Designed by teachers along
with content experts &
instructional coaches
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Supportive of hard-to-teach,
difficult-to-learn concepts
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On-going assessment of the
individual progress towards
mastery of TEKS
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Inclusive of soft skills
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communication
critical thinking
creativity
collaboration
citizenship
Dr. Elizabeth Veloz
Assistant Superintendent of Academics
[email protected]
Darrell Alexander
Executive Director of Curriculum & Instruction
[email protected]
Jeff Burke
Executive Director of Professional Learning &
Student Engagement
[email protected]
Glencora Rodgers
Coordinator of Professional Learning &
Student Engagement
[email protected]
Preparing our Students
for the 21st Century
Imagine the Possibilities!
www.alvinisd.net/ELM
Engaged
Learning
Model
Kim Elliott
Elementary Math Lead Teacher
[email protected]
Kristi Piper
Secondary ELA Lead Teacher
[email protected]
Pam Vreeland
What ELM is NOT:
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Open-ended, outcome-based
Hypothetical
An “add-on” to district
expectations
“Canned” lessons
Fluff
Assessment of whole group
instead of the individual
Elementary Science Lead Teacher
[email protected]
What students are saying about ELM:
 ELM is a lot of work, but is done with a group
which makes it helpful. It’s easier to work at
your own pace.- Tamia P. I think it’s fun and
helpful because it is preparing you for the real
world. - Christina L.  I think that PBL(ELM) is
a great learning method because it gets students
more engaged and involved. - Lee E.
ELM is a collaborative, problem –
solving learning model where students
are actively engaged in their mastering
of knowledge and skills.
ENGAGED LEARNING MODEL
Timeline*
ELM Protocols
Phase 1 - 2014-15
Common ELM Terms
Challenge Brief - a document that outlines the
challenge and includes the context for the problem, the audience, the driving question, project
requirements, and deadlines
MHS
Alvin Primary
Crit - short for critique
AJH
Alvin Elem.
NRJH
Duke Elem.
DIYs - Do-It-Yourself learning opportunities; can
include videos, card sorts, simple labs, concept
practice, observations, etc.
RPJH
Driving Question - real, open-ended question
that leads learners to mastery of standards
Phase 2 - 2015-16
AHS
FJH
MJH
HJH
EC Mason
Walt Disney
Marek
Wilder
Mark Twain
York
Passmore
Hook - evokes an emotional response from the
learner and connects the project with the
students’ lives
Project Requirements - the evidence required in
the final product that will demonstrate
mastery of standards
Protocols - the steps/processes the students will
go through during their project
Role of the Teacher/Facilitator:
Phase 3 - 2016-17
SCHS
Assets
Hasse Elem.
Longfellow
Hood-Case
Savannah Lakes
Jeter
Stevenson
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Designs work for students
Leads / facilitates learning
Asks guiding questions
Provides small group instruction
Assesses learning, both formatively and
summatively
 Launch/team - includes hook, challenge
brief, and formation of teams
 Plan - teams analyze the challenge, project
requirements, and rubric; then create
“knows”, “needs-to-know”, and “to do” lists
 Research/work - work time for teams
includes DIYs and workshops
 Create/critique - this step includes a feedback
*Notes:
 Elementary implementation includes
kindergarten - 5th grade all core subjects
 Secondary implementation includes selected
grade levels and subject areas
Role of the Student Team Members:
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Project Leader
Materials Manager
Time Manager
Workshop Manager
Communications Manager
Technology Specialist (Techie)
protocol and time to create final product
 Share - presentation of product to audience
Rubric - the criteria for how students will be
assessed on their final project/solution
Workshops - small group direct teach / learning
opportunities; no more than 20 mins.