Future Learning Walks 2010

Future Learning Walks Dr Cheryl Doig

http://thinkbeyond.co.nz/ resources-2/

The Lone Ranger PLCs • Professional •  Collective autonomy Responsibility • Lack of •  Collegial collaboration accountability • “I just want to •  Shared stds for teach in my learning classroom” •  Deprivatising • Private practice practice Individualism v Individuality “It’s what you do that matters, not what you call it.”

What is a future Growth learning walk? A regular, focused Reflection walk in and around learning areas for a brief period of time – Observation observing and gathering data - followed by reflection, feedback and setting of future goals.

Why future learning walks? •  A powerful tool for assessing effective implementation of the targeted area into classroom practice; •  An effective way of deprivatising classroom practice; •  Provide a vehicle for teachers to talk about effective learning and teaching; engage them in dialogue and reflection about teaching practice, school-wide goals, alignment to the mission and values. •  A tool for principals to maximise time, and provide focus, in learning environments.

65% in office •  Learning areas are visited on a recurring 17% hallways/grounds & regular basis for a short time •  Into the heart of the Principal Walks learning environment Resnick Downey 11% off campus What gets 7% in classrooms timetabled gets done.

Classroom walkthroughs, action learning How teachers teach, how students learn, what gets taught to whom teams, quality and why…. learning circles, peer coaching, critical friends… What do you already have and how is it working?

Future Learning Walk Protocols Planning for FLeWs Specific indicators for FLeWs are jointly planned with staff Timetable and format of the feedback is agreed (and how feedback will be used) How feedback will be used to enhance teaching and learning will also be agreed. Observing No chatting by observers to each other Only record replanned focus Giving Feedback… Keep it about the data not about the people Stick to the specific agreed indicators

Human systems move in the direction of what they most frequently and persistently ask questions about. What you study GROWS

PDSA FOCUS Take time to identify the focus and the ‘why’ of that focus first.

Feedback •  Look for •  Ask the students •  Listen for

Footwork

How to.. •  Student Orientation/Engagement •  Walk the walls - look at artefacts - on display, in books, plans •  What learning and why - "What are you learning?” •  Teacher decision making •  Conversations and interactions

Feedback Follow up

A Feedback example… • Feedback - there is some evidence of feedback received • Learners are able to articulate examples of feedback they receive from their teacher • Learners are able to articulate examples of feedback they receive from their peers • Learners are able to articulate what they have done as a result of their feedback

Future So what?

Here’s What! So What? Now What? Learning to What is the What actions Observe Data meaning of the might the – what do you data? group take? see, not infer? What are the What patterns? surprises? Meanings? What was Connections? unexpected? Help them dig Inferences? deep into the What data. assumptions are your comments based on?

So what? •  While learners could talk about feedback many were unable to translate that to their next step learning •  Much of the feedback was general or focussed on behaviour rather than learning.

Now what? What actions might the group take: – to gather more data? – to develop teachers’ next steps in giving feedback? – to meet the future needs of learners?

What are the things you persistently ask questions about in your school? Are these the most important things? What one area do you want to work on next in order to bring about the next step of your challenge? If you’re not moving forward you’re going backward.

You are not a visitor. You are part of the Final word learning fabric of the environment.

References •  Absolum, M. (2007). Clarity in the classroom: Using formative assessment: Building learning-focused relationships. Auckland: Hodder Education. •  Annan, B., Lai, M.K. & Robinson, V. (2003). Teacher talk to improve teacher practices. SET: Research Information for Teachers (1), 31-35. •  Robinson, V. & Lai, M.K. (2006). Practitioner research for educators: A guide to improving classrooms and schools. Australia: Hawker Brownlow. •  Downey, C.J. et al. (2004). The Three-Minute Classroom Walk-through: Changing supervisory practice one teacher at a time. California: Corwin Press •  Gaustralranada, J. & Vriesenga, M. (2008). Web based walkthroughs. Principal Leadership March 2008 Vol. 8, No. 7 (p. 24-27). Downloaded 7 April 2008 from http://www.principals.org/s_nassp/sec.asp?CID=1140&DID=57006 For more information and resources go to http://learningwalks.wetpaint.com

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Future Learning Walks 2010

by Cheryl Doig on Apr 07, 2010

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Future Learning Walks 2010 — Presentation Transcript