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Classroom Walkthrough with Reflective Practice Teacher Orientation

Classroom Walkthrough with Reflective Practice Teacher Orientation. What Are Classroom Walkthroughs?.

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Classroom Walkthrough with Reflective Practice Teacher Orientation

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  1. Classroom Walkthrough with Reflective Practice Teacher Orientation

  2. What Are Classroom Walkthroughs? “Unlike a classroom observation which provides a view of a single classroom, a walk through creates a school-wide picture made up of many small snapshots.... It’s a strategy for providing a school, not an individual teacher, with feedback about what it’s doing or not doing....” “Walk throughs are a way of collecting data about the school’s success in achieving its goals…. They provide a way for the principal to determine what additional support teachers need in order to achieve the school’s goals.” Richardson, J. (2001). Seeing through new eyes. Tools for Schools.

  3. Classroom Walkthrough • A process and a set of tools that have a specific focus • A way to provide the school with continual feedback about what’s working and what’s not working • A way to build a professional learning community at a school • A way to improve student achievement • A way to focus on effective instruction • A tool to enhance classroom visits

  4. Classroom Walkthrough Is Designed to Assist in… • Effective data-gathering strategies • Curriculum analysis skills • Reflective thinking strategies

  5. Types of Classroom Visits • Visible presence • Informal teacher observation • Formal teacher observation • Brief classroom walkthrough Classroom walkthroughs are not part of the formal evaluation process.

  6. Classroom Walkthroughs

  7. The CWT Process

  8. Classroom Walkthrough Tool • Planning with a Focus • Focus on Curriculum • Focus on Instruction • Focus on the Learner • Focus on Classroom Environment • Focus on the Needs of All Learners

  9. Planning with a Focus • Identify a focus for the walkthroughs

  10. Focus on Curriculum “Look-fors” in this category: • Identify the learning objective(s) • Determine whether the learning objective is evident to students • Determine whether the learning objective is on target for grade-level standards

  11. “A ‘guaranteed and viable curriculum’ has the greatest impact on student achievement.” Marzano, R. J. (2003). What Works in Schools: Translating Research into Action (p.22).

  12. Focus on Instruction “Look-fors” in this category: • Identify the instructional practices • Identify the student grouping format • Identify research-based instructional strategies

  13. RESEARCH-BASED INSTRUCTIONAL STRATEGIESMarzano, Robert J., Pickering, Debra J., and Pollock, Jane E. Classroom Instruction That Works. Alexandria, VA; ASCD, 2001 Category of Instructional Strategy Percentile Gain • Identifying similarities and differences 45 • Summarizing and note taking 34 • Reinforcing effort and providing recognition29 • Homework and practice 28 • Nonlinguistic representations 27 • Cooperative learning 27 • Setting objectives and providing feedback23 • Generating and testing hypothesis 23 • Questions, cues, and advance organizers22

  14. Focus on the Learner “Look-fors” in this category: • Identify student actions • Identify the instructional materials • Determine the level(s) of student work • Determine levels of class engagement

  15. Level of Student Work Bloom’s Taxonomy (Revised 2001) • Remembering (knowledge) Can the student RECALL information? • Understanding (comprehension) Can the student EXPLAIN ideas or concepts? • Applying (application) Can the student USE new knowledge in another familiar situation? • Analyzing (analysis) Can the student DIFFERENTIATE between constituent parts? • Evaluating (synthesis) Can the student JUSTIFY a decision or course of action? • Creating (evaluation) Can the student GENERATE new products, ideas or ways of viewing things?

  16. Levels of Learner Engagement • Authentic Engagement • The type of engagement that occurs when the task, activity, or work the student is assigned is associated with a result that has clear meaning and value. • Compliance • The kind of engagement that occurs when the assigned work has little or no inherent meaning or value; the student is willing to expend the effort necessary to avoid negative consequences. • Retreatism • The student is disengaged from the task and expends little or no energy attempting to comply, but does not act in ways that disrupt others. • Rebellion • The student summarily refuses to do the tasks assigned, acts in ways that disrupt others, and/or tries to substitute tasks and activities to which the student is committed in lieu of those assigned or supported by the school. From Working on the Work By Phillip Schlechty

  17. Levels of Class Engagement • Highly Engaged • Most students are authentically engaged most of the time; little or no rebellion; limited retreatism; and limited ritual compliance. • Well Managed • Students are willingly compliant, ritually engaged. • Dysfunctional • Looks much like the well-managed classroom except for the presence of patterned rebellion. Many students actively reject the task assigned or substitute another activity to replace what has been assigned. From Working on the Work By Phillip Schlechty

  18. Focus onClassroom Environment Identify routines and procedures, available materials, student work, rubrics, exemplars, etc., that support the learning objective

  19. Focus on the Needs of All Learners Evidence that individual student needs are being met

  20. Reflection Reflection is “…the ability to look back and make sense of what happened and what you learned. But it’s also the ability to look forward, to anticipate what’s coming up, and what you need to do to prepare.” York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective Practice to Improve Schools.

  21. Reflective Practice Requires… • A deliberate pause • 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

  22. Reflective Practice Can Take Place: • Individually • With a partner • In a small group • School-wide We will focus on small-group meetings.

  23. When Are Classroom Walkthroughs Conducted? Anytime instruction is taking place. Goal: • Every classroom • Every week

  24. Classroom Walkthrough Signals My signal to let you know I am doing a classroom walkthrough is…

  25. Classroom Walkthrough A classroom walkthrough should take no more than 2 to 4 minutes.

  26. Reflection Take a few minutes and consider…. How can classroom walkthroughs impact teaching and learning in our school?

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