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Learning Walks

Learning Walks

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Learning Walks

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  1. Learning Walks P.R.I.D.E. 03.19.14

  2. What are Learning Walks? • Informal • Non-evaluative • For your learning! • Focus on what is present!

  3. “Our role is to cause learning,not merely mention things.” -Essential Questions p. 26 Purpose of Today’s Learning Walk: • To observe questioning used by teachers and students. • To observe and learn from each other about best practices that set high standards and achievement. To See How Learning is Caused: • What is the instructional task? • What are the students saying and doing? • What is the teacher saying and doing?

  4. Collect Evidence We will use a three-column template to collect evidence during today’s learning walks.

  5. Revisit the four types of questions-Essential Questions, page 14 Questions that Guide • Asked to encourage and guide exploration of a topic • Point toward desired knowledge and skill (but not necessarily to a single answer) • May be asked over time (e.g., throughout a unit) • Generally require some explanation and support Essential Questions • Asked to stimulate ongoing thinking and inquiry • Raise more questions • Spark discussion and debate • Asked and reasked throughout the unit (and maybe the year) • Demand justification and support • “Answers“ may change as understanding deepens Questions that Hook • Asked to interest learners around a new topic • May spark curiosity, questions, or debate • Often framed in engaging “kid language” • Asked once or twice, but not revisited Questions that Lead • Asked to be answered • Have a “correct” answer • Support recall and information finding • Asked once (or until the answer is given) • Require no (or minimal) support

  6. Learning Walks Debriefed Faculty Meeting 3.19.14

  7. Discuss your Walk with your Group • Sit with the group you visited classrooms with today. • Discuss your visits in each classroom. • Do not use teacher names - use classroom # or content area to discuss. • Reflect with your teammates.

  8. Evidence (part 1) • Please take a pad of post-it notes. • Silently, record ONE question you observed on each post-it note. • Silently, sort them into the four categories of questions. • Questions that Hook • Questions that Lead • Questions that Guide • Essential Questions

  9. Revisit the four types of questions-Essential Questions, page 14 Questions that Guide • Asked to encourage and guide exploration of a topic • Point toward desired knowledge and skill (but not necessarily to a single answer) • May be asked over time (e.g., throughout a unit) • Generally require some explanation and support Essential Questions • Asked to stimulate ongoing thinking and inquiry • Raise more questions • Spark discussion and debate • Asked and reasked throughout the unit (and maybe the year) • Demand justification and support • “Answers“ may change as understanding deepens Questions that Hook • Asked to interest learners around a new topic • May spark curiosity, questions, or debate • Often framed in engaging “kid language” • Asked once or twice, but not revisited Questions that Lead • Asked to be answered • Have a “correct” answer • Support recall and information finding • Asked once (or until the answer is given) • Require no (or minimal) support

  10. Evidence (part 2) • Discuss the questions that you recorded and sorted. When a consensus is reached on the type of question, please stick them to the chart paper. • Questions that Hook • Questions that Lead • Questions that Guide • Essential Questions

  11. Please remember… No Names!

  12. 3-2-1 On an index card, please write your name and complete… • 3 things that you enjoyed about the Learning Walks today • 2 things that you want to “steal” • 1 suggestion for our next Learning Walk