Learning Walks U Learn

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    Learning Walks U Learn - Presentation Transcript

    1. Learning Walks Christchurch, New Zealand October 2008 Learning Talks Dr Cheryl Doig
    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.”
    3. What is a learning walk? A focussed walk in and around the Observation-Reflection-Growth “school” for a brief period of time, followed by reflection and feedback.
    4. Why 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.
    5. One school’s journey • WOW-Watching Others Work • WWO- Working With Others – In their own school – in other schools – Whole PD day visiting other schools • CWC Connecting With Classrooms • “What Works For Me” sharing • Critical friend to support their growth
    6. Classroom walkthroughs, How teachers teach, how students action learning learn, what gets taught to whom and why…. teams, quality learning circles, peer coaching, critical friends…
    7. Types of learning walks • Ghost walks • Web walks • Principal walks • Leadership walks • Teacher walks • Waka walks • Networked learning walks
    8. Ghost walks Based on work from Debbie Bambino, National School Reform Strategy • Use these to hone initial observation skills and to talk about assumptions about learning • Class visits to talk about what you are doing, how, why … Web walks
    9. Observation Completely Completely teacher student directed, all directed, all the same different What are your assumptions about learning? How do you move from evidence to so what?
    10. Form
    11. Learning Walk Protocols Planning for Learning Walks Specific indicators for learning walks 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
    12. Focus
    13. PDSA FOCUS Take time to identify the focus and the ‘why’ of that focus first.
    14. Managing Self Personalised learning…self directed learning • Look for • Ask the students • Listen for
    15. Footwork
    16. 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
    17. ewalks Learning walks can be recorded using handheld technologies (palm, blackberry, iphone, tablet). When you return to your office you simply download the ewalks onto the website and you can work on the ‘so what’ faster. Eg feedback
    18. Follow up
    19. Feedback Feedback
    20. It is through developing facilitation skills such as listening, dialogue and discussion, within a supportive yet challenging environment, that talk can move beyond teacher talk to learning talk… Learning Talk Teacher Practice… Student Learning and…so what? Adapted from Annan, Lai & Robinson 2003 With recognition to Roween Higgie, Principal of Remuera School
    21. Learning Talk is… ANALYTICAL CRITICAL CHALLENGING Analysis of Evaluates Making change evidence of the impact of based on impact of teaching analysis & teaching practice on critique. All talk practice on student challenges student learning learning colleagues to outcomes. based on justify and/or Evidence based analysis change practice talk that enables Adapted from Annan, Lai & teachers to Robinson 2003 judge their own With recognition to Roween Higgie, effectiveness Principal of Remuera School
    22. Dialogue Evidence - What data do you have to support that… Paraphrasing - So what you’re saying is… Probing - Why did you decide to focus on… Clarifying - So you see the next steps as… Perspectives - What might the students think of this… Connecting - How does this relate to our vision for the future… …let’s look at this together… …assumptions…diversity…
    23. Future So what?
    24. 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?
    25. Tell me about your writing goals… Here’s What! So What? Now What? 14 children didn’t Seems that teachers are Use uniform language know – out of 32 setting goals More time reflecting 5 knew they had a goal (We don’t know which on writing but could not articulate part of the school (self/peer/whole class) how achieved from) as part of the writing 15 could articulate Half the children could process their personal goals. not show in text how Long term review they were meeting their school-wide: goals – don’t know the progression to self- next steps in achieving management the goals Goal setting from teacher-driven to becoming autonomous
    26. Where does your school fit? -Doesn't collect data systematically? -Collects data on everything without clear purpose? -Collects data but uses this to record information in Student Management Systems without the 'so what'? -Collects data and uses ACC to identify teacher effectiveness, impact on student learning and plans action to change for the future. Analytical, critical, challenging
    27. 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.
    28. You are not a visitor. You are part of the Final word learning fabric of the environment.
    29. To find out more To download information visit www.thinkbeyond.co.nz - education - learning walks Direct links to Other Resources http://learningwalks.wetpaint.com/page/Links+to+ Resources If you are interested in being kept up to date about new resources, or on ewalks sign up for the newsletter - there will be one out after the holidays I also recommend subscribing to www.plotpd.com
    30. 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 Online later in July

    + Cheryl DoigCheryl Doig, 2 years ago

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