Presentation on theme: "Going on a Walk… A LEARNING WALK with Reflective Questioning"— Presentation transcript:
1Going on a Walk… A LEARNING WALK with Reflective Questioning Presented by Kevin McCuneThe Cliff Notes Version
2Before we get started Small learning groups by stickers Introductions Why are you in this session?What are your expectations?
3How Things Have Changed Baby Boomers: Then and NowThen: Long hair Now: Longing for hairThen: A KEG Now: An EKGThen: Acid rock Now: Acid refluxThen: Seeds and stems Now: RoughageThen: A President's struggle with Fidel Now: A President's struggle with fidelityThen: Getting out to a new, hip joint Now: Getting a new hip jointThen: Watching John Glenn's historic flight with your parents Now: Watching John Glenn's historic flight with your kidsThen: Trying to look like Marlon Brando or Elizabeth Taylor Now: Trying not to look like Marlon Brando or Elizabeth TaylorThen: Hoping for a BMW Now: Hoping for a BM
4QuestionsIs it difficult for secondary teachers to open their doors and allow other teachers to see what is happening? DiscussWhat will it take to get secondary teachers to welcome the idea of planning and sharing together?Why do we not have a common system in place for teachers to observe, reflect and discuss best practices? Or do we?What are some of the obstacles in our way that prohibit us from establishing learning communities in secondary?Use this activity to divide people into groups to discuss. Ask participants to share.
5If you could change one behavior about your teachers, what would it be?
6What are Learning Walks? Learning Walks are organized visits to a school’s learning areas to focus on:How teachers teach; andHow students learnLearning Walks focus in on certain instructional principles to improve teaching such as:Questioning strategiesClassroom managementDifferentiated instructionCooperative learningWait timeClassroom EcologyLearning Walks allow for Reflection
7What is Reflective Questioning? Reflective questioning allows for:A way to initiate dialogue about improvement in teaching and learning;A way to look back at what happened;A way to look at what you learned; andA way to look forward and anticipate what’s coming up
8Reflective PracticeA desirable outgrowth of reflection is new or deeper understanding and insights.Consideration for new forms of action.Easier to build bridges between theory and practice.Personal responsibility for learning and improvement.Taken from Reflective Practice to Improve Schools: An Action Guide for Educators. York-Barr, J., Sommers, W., Ghere,G. and Montie, J. (2001)
9Agree or Disagree“Adults do not learn from experience, they learn from processing experience.”
10Reflecting on Teaching Why? Educators, as well as researchers, recognize that the ability to reflect on teaching is the mark of a true professional.It is through critical reflection that teachers are able to assess the effectiveness of their work and take steps to improve it.
11What are the purposes of Learning Walks? Learning Walks serve to:Develop a learning communityDevelop a deep understanding of teaching and learning;Develop a shared vision of every child in every classroom enabled to meet or exceed high standards;Assist in “coaching” for improved practice;Reflect on professional practice; andGain new insights and understanding.
12Why do we advocate Learning Walks and Reflective Questioning? Gain a sense of the current state of instruction and learning.Enable educators to share strategies with one anotherCreate a system of excellence in teaching and learningFacilitates discussion and reflection on what is working wellContinuous learning and improvement
13How do Learning Walks fit with Professional Learning Communities? Turn to your LG and discuss this question?Allows for deep introspection.Discussion of best practices.Implementation of effective strategies.FeedbackSelf motivated to learn more
14Top 10 Thoughts to Ponder… 10. Why are there interstate highways in Hawaii?9. Why are there flotation devices under plane seats instead of parachutes?8. How does the guy who drives the snowplow get to work in the mornings?7. Why do we drive on parkways and park on driveways?6. You know that little indestructible black box that is used on planes, why can't they make the whole plane out of the same substance?5. Why is it that when you're driving and looking for an address, you turn down the volume on the radio?4. I wonder how much deeper the ocean would be without sponges.3. Experience is something you don't get until just after you need it.2. Ever wonder if illiterate people get the full effect of alphabet soup?
15The number 1 thought to ponder The statistics on sanity are that one out of every four Americans is suffering from some form of mental illness. Think of your three best friends. If they are okay, then it's you.
16Learning Walks Six Steps Step 1- Observe teaching and learningStep 2- Focus on instructional techniquesStep 3- Notice level of learner engagementStep 4- Survey classroom ecologyStep 5- Analyze data collectedStep 6- Reflection
17What groups may participate in Learning Walks? Department HeadsTeachersCurriculum and Instructional SpecialistsContent CoordinatorsWho is not included in this list?
18Questions to ask before a scheduled walk How will you select the classrooms to visit?Master teachers, veteran teachers, any teacher who is a master of a particular focus areaWho will participate and why?Novice teachers, teachers in need of help, teachers requested by principal, master teachers, and veteran teachers
19Questions to ask before a scheduled walk What will be the focus for the walk?One focus area such as questioning, or engagement activitiesWhat is the role of students and how can they effectively be involved?Talk with students, ask questions, feel them outHow will teachers be notified?Classrooms to visit, focus areas addressed, participants
20How do we involve teachers in the Learning Walk Process? Small groups of teachers will accompany the Curriculum Coordinator on a Learning Walk during their conference period.A “Learning Walk Data Collection Chart” will be used to collect data.Pre-walk discussion for participantsAssign a focus when observing.
21What protocols are followed? Orientation of staffOrientation of walkersClassroom visits for 10 minutesExamine artifacts and student workHall talkDebriefingWritten or verbal communication with teachers
22When we leave a classroom, what do we talk about? Evidence of Best Practices in:The lessonThe student assignmentStudent work productsWhat the students said in response to questions about their work and learning displays
23When we leave a classroom, what do we talk about? -Level of questioning-What the students were learning.-How the teacher assists the learning.-What the students said in response to questions.-Ideas, strategies, and/or techniques that were used effectively.
24What are the parameters of the conversation that walkers engage in? We do NOT:Make judgmental statements about what the teacher was or was not doing.Make disparaging statements about the teacher, the students or the classroom; and make comments which could be interpreted as being critical of the school.Use the information for PDAS documentation purposes.We Do:Observe and find strategies and techniques that walkers can incorporate in their own classReflect on best practices and how to incorporate them.
25What occurs after a Learning Walk? The observers will debrief immediately after the classroom visit. The curriculum specialist will lead a discussion while the observer(s) complete the reflection form.Self reflectionThe observers should come away with ideas, strategies, and/or techniques that can be used effectively in the classroom and a deeper understanding on how to improve instruction.
26WE ARE THERE TO SUPPORT TEACHING AND LEARNING Not to evaluate.
27Step by Step Pre-walk discussion Learning Walk in classrooms minutesDebrief in Hallway- 2 minutesReflection for walkers- 15 minutesReflective question for classroom teacher- 15 minutes
28Reflective Question for Classroom Teacher Ask participants if they would like to ask the classroom teacher a question.The Curriculum Coordinator will then write the classroom teacher a reflective question. (see handout)This is done in a non-judgmental or evaluative manner.Avoid using the word “you” and “why” when framing the question.Use open ended questions that allow for reflection in the present tense.
29Sample QuestionTeaching Practice: strategies for developing responsibility and accountabilityRQ: When planning a daily lesson for students with varying skill levels, what factors should we consider when deciding on the strategies needed to assist students in becoming responsible and accountable in their work?
30Pre-walk DiscussionEach participant is given a Learning Walk Data Collection ChartDiscussion on the chartProtocol is discussedWhat we do and not do during a walkPossible scenarios are examinedDiscussion of “Look Fors”
31Capturing DataUsing the Learning Walk Data Chart, walkers will collect data.To capture data, walkers will listen to the teacher and students, observe actions of all participants, and talk to students and teacher when appropriate.Ask probing questions of students.Look at the classroom ecology.
32Student Questions: What might you ask? When talking with a student during a walk, what are some questions you might ask?Your intention is to seek out if they understand what the teacher is trying to teach and communicate.Turn to your neighbor and discuss the type of questions?
33Possible Questions of Students “What is the purpose of the lesson?”“Why are you doing this assignment?”“How is this lesson useful to you?”“Can you explain what it is you are working on?”“Can you tell me how you know if you are correct?”
34Debrief in Hallway Ask each walker: Are you missing data? Did you see any Ah-Ahs?Are you ready to move on?
35In LCISD before Learning Walks 3 out of 8 secondary campuses had teachers visit another class.Teachers go alone and observeAfter the visit, teachers would write a thank you note and two positives observed to the classroom teacher.
36Is this a productive action? Discuss why the action of a teacher going alone into a class to observe and not having the opportunity to reflect and discuss, might be counter-productive?
37Redneck Medical Terms Benign >>>>>> Barium >>>>>>Post Operative >>>Impotent >>>Nitrates >>>>Labor Pain >>>Duct Tape >>>What you be after you be eightWhat doctors do when patients dieA secret letter carrierDistinguished, well knownCheaper than day ratesGetting hurt at workSuture on a roll
38San Lorenzo HS A Case Study 3 Big Areas of Focus1. Clear Expectations2. Academic Rigor in a Thinking Curriculum3. Accountable Talk
39ReflectionTake a few minutes to discuss with your LG about how Learning Walks might impact teaching and learning in your district.
40ReferencesDanielson, Charlotte, (2007). Enhancing Professional Practice; A Framework for Teaching. ASCD, Alexandria, VA.Hill, Kristen & Mann, Jasbir (n.d.). Introducing Learning Walks.National College for School Leadership, Networked Learning Walks tools and templates. Located atRichardson, Joan (2001). Tools for Schools. Seeing Through New Eyes.San Lorenzo High School. Learning Walks.Teachscape, Classroom Walkthroughs: With Reflective Practice. Found atWagner, Tony (2006). Education Week. Rigor on Trial.