learning walks using the 5 dimensions of teaching and learning instructional framework
DESCRIPTION
This presentation was used to lead teachers and administrators on learning walks, or classroom visits. During this day of learning, we were developing a common understanding of the 5 Dimensions of Teaching and Learning (our instructional framework), we were focusing specifically on student engagement, and we were using our shared understanding of effective instruction to analyze classroom practice.TRANSCRIPT
USING THE 5 DIMENSIONS OF TEACHING AND
LEARNING
LEARNING TO SEE, UNLEARNING TO JUDGE
DR. MARCI SHEPARD
Learning Walks
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Developing Expertise to Improve Instruction:
A Two-Part Equation
1. Developing a common language and shared vision for high quality instruction – the better we see, the better we are able to lead.
2. Developing greater expertise in leading for instructional improvement – the better we lead, the better we are able to improve teaching practice and thus learning for all students.
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Purpose for the Day
Learning Target:
We are developing a common understanding of the 5 Dimensions of Teaching and Learning (5D), with a focus on student engagement, and using our shared understanding of effective instruction to analyze classroom practice.
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Your Picture of an Effective Classroom
Imagine you just walked into what you consider to be an effective classroom in a school.
In words and/or pictures, illustrate what you are seeing and/or hearing that makes you believe it is an effective learning culture.
Chart Post ShareDr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
5D Overview: Jigsaw
5D Guide and Key Elements handout
Break up into 4 groupsEach group is assigned one dimension
Read about your assigned dimension. Capture the main ideas and share out.
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Student Engagement
High level intellectual work• Reflects thinking and work of the
discipline• Student-ownedEngagement strategies and structures• Support equitable access and
expectation that all participateTalk (substance)• Opportunities for students to develop,
test, and refine their thinkingDr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Your Picture of an Effective Classroom
Connect/Extend/Challenge• Connect: What connections did you
see or hear between your description of an effective classroom and the brief description of the 5Ds?
• Extend: What extended your thinking?• Challenge: What challenged your thinking?
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Digging into Engagement
When we examine student engagement using the 5D, we consider:
What evidence do we have that students are engaged in
learning? Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Seeing Levels of Engagement
Read: How Students Respond to School Tasks
Discuss at your tables:In thinking about each level of
engagement, what are some of the hallmarks of student behaviors?
How do these levels of engagement reflect what you see in your schools?
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Critical Elements of Student Engagement
• Circle 3-5 key words/a phrase from the vision statements or guiding questions.• Explain to a partner your rationale about the selection of words/phrase.• Agree on one set of words/phrase. Write it on your paper with your justification.• Post it on our Student Engagement chart.
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Student Engagement:What Do You Hope to See?
Thinking about the critical elements you discussed and what you’ve learned, what would you hope to see and hear if these were present in a classroom?
Chart
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
COLLECT DESCRIPTIVE DATACOLLECT DATA THAT IS:•DESCRIPTIVE, NOT EVALUATIVE: JUST THE FACTS!•SPECIFIC
Learning to See, Unlearning to Judge
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Description with Judgment
• “The teacher read from a book that was not at the appropriate level for the class”• “There was too much time on discussion, not enough time on work.”• “The students conducted a sophisticated lab experiment.”
What are the judgment words?Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Description without Judgment • “Student 1 asked student 2: What are we supposed to write down?” Student 2 said: I don’t know.• Students looked at directions in the text and then made circuit boards.• Teacher introduced the concept of fractions and students began a hands-on activity.
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Specificity of Evidence
• “The teacher read a story to the
children”Vs.
• T. read aloud using text Click, Clack, Moo
• Sts. Sat on rug in front of rm.• T qs (ie “What do you think this book is
about?” & “Why did the chickens post notes on the barn door?”)
• T. around rm. To listen to the st. responses.
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Classroom Observation
Factual vs. Evaluative scripting• Evidence:• Describe• Count• Script
Be as specific as possible. What are the teacher and students saying or
doing?Observation vs. Interpretation
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Observe
http://www.successatthecore.com/teacher_development_featured_video.aspx?v=33
Observation Forms
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Reflection on Observation
• Highlight the key “noticings” related to the dimension of engagement. • Share 1-2 noticings with table group• Based upon your noticings and what you had hoped to see (charted information), what are 1-2 “wonderings”?
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
PROBLEM OF PRACTICE & KEY QUESTIONS
Pre-Briefing
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
•SCHEDULE•OBSERVATION FORMS•DIVIDE INTO 3 GROUPS (A,B&C)
Prepare for Learning Walk
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
oFIRST PARToSECOND PARToTHIRD PART
Be as specific as possible. What are the teacher and students saying or
doing?
Recreate the Lessons: Use Evidence
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
Implications and Next Steps
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012
WHAT WE LEARNED:•IMPLICATIONS FOR MY OWN LEARNING•IMPLICATIONS FOR SYSTEM LEARNING
HOW WE LEARNED:•REFINING THE PROCESS FOR NEXT TIME
Reflect
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012