going on a walk… a learning walk with reflective questioning presented by kevin mccune the cliff...
TRANSCRIPT
Going on a Walk…A LEARNING WALKwith
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
• Then: Long hairNow: Longing for hair
• Then: A KEGNow: An EKG
• Then: Acid rockNow: Acid reflux
• Then: Seeds and stemsNow: Roughage
• Then: A President's struggle with FidelNow: A President's struggle with fidelity
• Then: Getting out to a new, hip jointNow: Getting a new hip joint
• Then: Watching John Glenn's historic flight with your parentsNow: Watching John Glenn's historic flight with your kids
• Then: Trying to look like Marlon Brando or Elizabeth TaylorNow: Trying not to look like Marlon Brando or Elizabeth Taylor
• Then: Hoping for a BMWNow: Hoping for a BM
Baby Boomers: Then and Now
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?
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 DisagreeAgree or Disagree
““Adults do not learn Adults do not learn from experience, from experience, they learn from they learn from
processing processing experience.”experience.”
Reflecting on TeachingWhy?
• 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 How do Learning Walks fit with Professional Learning Communities?Learning Communities?
• Allows for deep introspection.
• Discussion of best practices.
• Implementation of effective strategies.
• Feedback
• Self motivated to learn more
Turn to your LG and discuss this question?
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 WalksLearning WalksSix StepsSix Steps
Step 1- Observe teaching and learningStep 1- Observe teaching and learning Step 2- Focus on instructional techniquesStep 2- Focus on instructional techniques Step 3- Notice level of learner engagementStep 3- Notice level of learner engagement Step 4- Survey classroom ecologyStep 4- Survey classroom ecology Step 5- Analyze data collectedStep 5- Analyze data collected Step 6- Reflection 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 Questions to ask before a scheduled walka scheduled walk
How will you select the How will you select the classrooms to visit?classrooms to visit?– Master teachers, veteran teachers, any Master teachers, veteran teachers, any
teacher who is a master of a particular teacher who is a master of a particular focus areafocus area
Who will participate and why?Who will participate and why?– Novice teachers, teachers in need of help, Novice teachers, teachers in need of help,
teachers requested by principal, master teachers requested by principal, master teachers, and veteran teachersteachers, and veteran teachers
Questions to ask before Questions to ask before a scheduled walka scheduled walk
What will be the focus for the walk?What will be the focus for the walk?– One focus area such as questioning, or One focus area such as questioning, or
engagement activitiesengagement activities
What is the role of students and how What is the role of students and how can they effectively be involved?can they effectively be involved?– Talk with students, ask questions, feel them outTalk with students, ask questions, feel them out
How will teachers be notified?How will teachers be notified?– Classrooms to visit, focus areas addressed, Classrooms to visit, focus areas addressed,
participantsparticipants
How do we involve teachers in the How do we involve teachers in the Learning Walk Process?Learning Walk Process?
Small groups of teachers will accompany Small groups of teachers will accompany the Curriculum Coordinator on a Learning the Curriculum Coordinator on a Learning Walk during their conference period.Walk during their conference period.
A “Learning Walk Data Collection Chart” A “Learning Walk Data Collection Chart” will be used to collect data.will be used to collect data.
Pre-walk discussion for participantsPre-walk discussion for participants
Assign a focus when observing.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?
• 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
-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.
When we leave a classroom, what do we talk about?
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 THERETO SUPPORT
TEACHING AND LEARNING
Not to evaluate.
Step by StepStep by Step
►Pre-walk discussionPre-walk discussion►Learning Walk in classrooms- 7-10 minutesLearning Walk in classrooms- 7-10 minutes►Debrief in Hallway- 2 minutesDebrief in Hallway- 2 minutes►Learning Walk in classrooms- 7-10 minutesLearning Walk in classrooms- 7-10 minutes►Debrief in Hallway- 2 minutesDebrief in Hallway- 2 minutes►Reflection for walkers- 15 minutesReflection for walkers- 15 minutes►Reflective question for classroom teacher- Reflective question for classroom teacher-
15 minutes15 minutes
Reflective Question for Reflective Question for Classroom TeacherClassroom Teacher
► Ask participants if they would like to ask the Ask participants if they would like to ask the classroom teacher a question.classroom teacher a question.
► The Curriculum Coordinator will then write the The Curriculum Coordinator will then write the classroom teacher a reflective question. (see classroom teacher a reflective question. (see handout) handout)
► This is done in a non-judgmental or evaluative This is done in a non-judgmental or evaluative manner.manner.
► Avoid using the word “you” and “why” when Avoid using the word “you” and “why” when framing the question.framing the question.
► Use open ended questions that allow for Use open ended questions that allow for reflection in the present tense.reflection in the present tense.
Sample QuestionSample Question
►Teaching Practice:Teaching Practice: strategies for strategies for developing responsibility and accountabilitydeveloping responsibility and accountability
RQ: When planning a daily lesson for RQ: When planning a daily lesson for students with varying skill levels, what students with varying skill levels, what factors should we consider when deciding factors should we consider when deciding on the strategies needed to assist students on the strategies needed to assist students in becoming responsible and accountable in in becoming responsible and accountable in their work?their work?
Pre-walk DiscussionPre-walk Discussion
• Each participant is given a Learning Each participant is given a Learning Walk Data Collection Chart Walk Data Collection Chart
• Discussion on the chartDiscussion on the chart• Protocol is discussedProtocol is discussed• What we do and not do during a What we do and not do during a
walkwalk• Possible scenarios are examinedPossible scenarios are examined• Discussion of “Look Fors”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?
Redneck Medical Terms• Benign
>>>>>>• Barium
>>>>>>• Post Operative
>>>• Impotent >>>• Nitrates
>>>>• Labor Pain
>>>• Duct Tape
>>>
What you be after you be eightWhat doctors do when patients
die
A secret letter carrierDistinguished, well knownCheaper than day ratesGetting hurt at workSuture on a roll
San Lorenzo HSSan Lorenzo HSA Case StudyA Case Study
3 Big Areas of Focus3 Big Areas of Focus
1. Clear Expectations1. Clear Expectations
2. Academic Rigor in a Thinking 2. Academic Rigor in a Thinking CurriculumCurriculum
3. Accountable Talk3. Accountable Talk
ReflectionReflection
Take a few minutes to discuss Take a few minutes to discuss with your LG about how Learning with your LG about how Learning Walks might impact teaching and Walks might impact teaching and learning in your district.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
