Going on a Walk… A LEARNING WALK with Reflective Questioning Presented by Kevin McCune The Cliff Notes Version

Before we get started Small learning groups by stickers Introductions Why are you in this session? What are your expectations?

How Things Have Changed Baby Boomers: Then and Now Then: Long hair Now: Longing for hair Then: A KEG Now: An EKG Then: Acid rock Now: Acid reflux Then: Seeds and stems Now: Roughage Then: A President's struggle with Fidel Now: A President's struggle with fidelity Then: Getting out to a new, hip joint Now: Getting a new hip joint Then: Watching John Glenn's historic flight with your parents Now: Watching John Glenn's historic flight with your kids Then: Trying to look like Marlon Brando or Elizabeth Taylor Now: Trying not to look like Marlon Brando or Elizabeth Taylor Then: Hoping for a BMW Now: Hoping for a BM

Questions Is it difficult for secondary teachers to open their doors and allow other teachers to see what is happening? Discuss What 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.

If you could change one behavior about your teachers, what would it be?

What are Learning Walks? Learning Walks are organized visits to a school’s learning areas to focus on: How teachers teach; and How students learn Learning Walks focus in on certain instructional principles to improve teaching such as: Questioning strategies Classroom management Differentiated instruction Cooperative learning Wait time Classroom Ecology Learning Walks allow for Reflection

What 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; and A way to look forward and anticipate what’s coming up

Reflective Practice A 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)

Agree or Disagree “Adults do not learn from experience, they learn from processing experience.”

Reflecting 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.

What are the purposes of Learning Walks? Learning Walks serve to: Develop a learning community Develop 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; and Gain new insights and understanding.

Why 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 another Create a system of excellence in teaching and learning Facilitates discussion and reflection on what is working well Continuous learning and improvement

How 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. Feedback Self motivated to learn more

Top 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?

The 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.

Learning Walks Six Steps Step 1- Observe teaching and learning Step 2- Focus on instructional techniques Step 3- Notice level of learner engagement Step 4- Survey classroom ecology Step 5- Analyze data collected Step 6- Reflection

What groups may participate in Learning Walks? Department Heads Teachers Curriculum and Instructional Specialists Content Coordinators Who is not included in this list?

Questions 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 area Who will participate and why? Novice teachers, teachers in need of help, teachers requested by principal, master teachers, and veteran teachers

Questions to ask before a scheduled walk What will be the focus for the walk? One focus area such as questioning, or engagement activities What is the role of students and how can they effectively be involved? Talk with students, ask questions, feel them out How will teachers be notified? Classrooms to visit, focus areas addressed, participants

How 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 participants Assign a focus when observing.

What protocols are followed? Orientation of staff Orientation of walkers Classroom visits for 10 minutes Examine artifacts and student work Hall talk Debriefing Written or verbal communication with teachers

When we leave a classroom, what do we talk about? Evidence of Best Practices in: The lesson The student assignment Student work products What the students said in response to questions about their work and learning displays

When 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.

What 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 class Reflect on best practices and how to incorporate them.

What 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 reflection The 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.

WE ARE THERE TO SUPPORT TEACHING AND LEARNING Not to evaluate.

Step by Step Pre-walk discussion Learning Walk in classrooms- 7-10 minutes Debrief in Hallway- 2 minutes Reflection for walkers- 15 minutes Reflective question for classroom teacher- 15 minutes

Reflective 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.

Sample Question Teaching Practice: strategies for developing responsibility and accountability RQ: 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?

Pre-walk Discussion Each participant is given a Learning Walk Data Collection Chart Discussion on the chart Protocol is discussed What we do and not do during a walk Possible scenarios are examined Discussion of “Look Fors”

Capturing Data Using 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.

Student 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?

Possible 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?”

Debrief in Hallway Ask each walker: Are you missing data? Did you see any Ah-Ahs? Are you ready to move on?

In LCISD before Learning Walks 3 out of 8 secondary campuses had teachers visit another class. Teachers go alone and observe After the visit, teachers would write a thank you note and two positives observed to the classroom teacher.

Is 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?

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San Lorenzo HS A Case Study 3 Big Areas of Focus 1. Clear Expectations 2. Academic Rigor in a Thinking Curriculum 3. Accountable Talk

Reflection Take a few minutes to discuss with your LG about how Learning Walks might impact teaching and learning in your district.

References Danielson, Charlotte, (2007). Enhancing Professional Practice; A Framework for Teaching. ASCD, Alexandria, VA. Hill, Kristen & Mann, Jasbir (n.d.). Introducing Learning Walks. http://networkedlearning.ncsl.org.uk/collections/nexus/issue-pnsln/nexus-se-pnsln-introducing-learning-walks.pdf National College for School Leadership, 2005. Networked Learning Walks tools and templates. Located at www.ncsl.uk. Richardson, Joan (2001). Tools for Schools. Seeing Through New Eyes. http://www.nsdc.org/library/publications/tools/tools10-01rich.cfm San Lorenzo High School. Learning Walks. http://www.slvhs.slv.k12.ca.us/walks.htm. Teachscape, 2006. Classroom Walkthroughs: With Reflective Practice. Found at www.teachscape.com. Wagner, Tony (2006). Education Week. Rigor on Trial. http://www.gse.harvard.edu/clg/pdfs/rigorontrialedweek.pdf

Any Questions? Kevin McCune Lamar CISD 832-223-0142 kmccune@lcisd.org