Classroom Walkthrough With Reflective Practice 2007-2008.

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Classroom Walkthrough with Reflective Practice

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Presentation transcript:

Classroom Walkthrough With Reflective Practice

MBWA Management By Wandering Around David Packard (co-founder of Hewlett- Packard) Sam Walton (founder of Wal-Mart)

CWT is a focused version of MBWA

Goals of CWT Frequent classroom visits by instructional leaders School improvement planning Professional development planning School-wide reflective practice Increased student achievement

Six Steps Step 1: Snapshot of teaching and learning Step 2: Identification of instructional strategies Step 3: Assessment of Learner Engagement Step 4: Survey of the Learning Environment AFTER THE WALK… Step 5: Analysis of the Information Collected Step 6: Reflection with Teacher(s)

CWT Resources Found At…

CWT is designed to assist in “coaching” for improved practice in the classroom. Take a moment to remember a time that you were effectively coached. What made the coaching effective?

Reflective Practice

Reflective Practice - Research Adults learn best through reflecting on their experiences (Costa and Garmston)

Reflective Practice Requires… A purposeful time for a close look A willingness to be open to other points of view Consciously processing your thoughts Gaining new insights and understanding Action with what has been learned

Reflective Feedback Requires practice…it isn’t expected that you will give a reflective prompt after every CWT; in fact, it may not be possible After practice, Reflective Prompts are given about 50% of the time

Language/Tone Which of the following sounds evaluative or judgmental: That was a wonderful lesson. That was a really interesting way of getting your students engaged. Would you mind sharing that at our next team meeting? The teacher was seated at her desk while students worked in small groups. In my observation of you today, you asked several low-level Bloom’s questions. Why do you never vary your instructional strategies?

Which Works Best? …why did you start teaching before all students were focused? …how many students were engaged when you started the new activity? …how did you determine when students were ready to learn? …how do you determine when students are ready to learn?

“Continuous learning and improvement requires embedding the norm of reflective practice in your work.” Reflective Practice to Improve Schools York-Barr

Now for some practice and a note on time…