tier i: implementing learning walks & instructional rounds orrti conference tara m. black, m.ed....
TRANSCRIPT
Tier I: Implementing Learning Walks &
Instructional RoundsOrRTI Conference
Tara M. Black, M.Ed.
May 9, 2012
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Purpose Participants will learn about the
characteristics of learning walks and instructional rounds understand the difference between the two.
Participants will learn how to use student performance and observational data to look for strengths and weaknesses in core program (Tier I ) instruction and how to aggregate data in order to develop a problem of practice.
Collaborative Practice … 3
Continuous Improvement Petti, 2012
Learning Walks
Purpose
Who?
Time/Frequency
Next Steps…
Develop a Protocol
Efficiency
Consistency
Transparency
Communicating to Staff
Sample Learning Walk Tools
Elementary Learning Walk Chart
Sample Learning Walk ToolHigh School
Talk to a neighbor What are learning
walks?
How do learning walks differ from walkthroughs?
The Instructional Core•Seven Guiding Principles
•Principle #1 : Increases in student learning come only as a result of changes in the level of content, changes in teachers knowledge and skill, and student engagement.
• Principle #2: If you change one element of the instructional core, you have to change the other two.
• Principle #3: If you can’t see it in the core, it’s not there.
• Principle #4: Task predicts performance.
• Principle #5: The real accountability system is in the tasks that students are asked to do.
• Principle #6: We learn to do the work by doing the work.
• Principle #7: Description before analysis, analysis before prediction, prediction before evaluation.
TEACHER STUDENT
CONTENT
TASK
To understand how to improve student learning it is necessary to focus on the level of the tasks that students are doing. Requires observer to look at the students desks rather than at the teacherObjective analysis of the level of task can predict what students will learn and give guidance to help improve student learning
Review Principle #6: Task predicts performance
LEVELS OF TASK… PISA/BLOOMSPISA: Program for International Student Assessment
BLOOMS REVISED
Level 1: FIND A FACT IN A TEXT IN RESPONSE TO A QUESTION
Knowledge (remember)
Level 2: REMEMBER SOMETHING SOMEONE ELSE HAS TOLD YOU AND REPEAT IT
Understand (describe/explain)
Level 3: REMEMBER A PROCEDURE THAT SOMEONE ELSE HAS TAUGHT YOU AND APPLY IT ACCURATELY AND FLUENTLY
Apply
Level 4: CHOOSE A PROCEDURE FROM AMONG A NUMBER YOU HAVE LEARNED, APPLY IT ACCURATELY AND FLUENTLY, EXPLAIN WHY YOU CHOSE IT, AND WHY IT MIGHT BE BETTER THAN ANOTHER
Analyze
Level 5: USING A BODY OF EVIDENCE, MAKE AN ARGUMENT ABOUT WHAT YOU THINK IT MEANS, ANTICIPATE AND RESPOND TO COUNTER ARGUMENTS
Evaluate
Level 6: TEACH SOMETHING YOU THINK YOU KNOW TO SOMEONE ELSE
Create
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Review Principle #7:
Principle #7: Description before analysis, analysis before prediction, prediction before evaluation.
Be descriptive, not judgmental.
This is very hard.
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Let’s try Instructional Rounds.. View of 3rd grade LA lesson: Each of
member of your team will have a distinct focus: #1: Focus on the teacher: What was she
saying and doing? Describe, do not judge. #2: Focus on the students: What were
they saying and doing? Describe, do not judge.
#3: Focus on the task. What were the tasks? If possible, identify the level of the tasks.
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VIDEO
http://inside.pps.k12.or.us/inside-links/241.htm
WATCH… TAKE NOTES… USE Levels of Task Hand out…
Share in ‘like task group’… Chart descriptive observations
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DEBRIEF…
Aggregate the data… (by observer group) CHART When you observe multiple classrooms in
Tier 1: Analyze the Patterns of Observations What is consistent? What is fragile, but started? What is missing?
NEXT STEPS… 18
I’ve gathered a lot of instructional data, now what?
Review and aggregate your data What are the strengths within the
instructional core? What are areas that could improve on? Set instructional goals for staff Provide ongoing support and
professional learning for teachers Gather more data and go deeper
Developing a Problem of Practice
A problem of practice… Focuses on the Instructional Core Is directly observable Is actionable Connects to a broader strategy of
improvement Is high leverage
Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning By E. A. City, R.F. Elmore, S.E. Fiarman, and L. Teitel
Pages 101-102
Sample Problems of Practice What kinds of tasks are students being asked
to do in class?
What are the different ways you see students begin assigned work in class?
How will increasing the amount and level of student talk impact engagement and learning?
Is there evidence that students are thinking critically about their own writing across the content areas?
Collaborative Practice … 22
Continuous Improvement Petti, 2012
And so it goes…
Predict what students are expected to be able to know/do in the classroom
Evaluate what the next steps for the classroom teacher/staff leadership/administrator might be.
Set up… Data gatheringLearning Walks/RoundsStretch for lab-sites
Do it AGAIN! AGAIN! AGAIN!
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Questions
