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Effective Walkthroughs in Math and ELA Classrooms
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Effective Walkthroughs in Math and ELA Classrooms

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Participants will be introduced to a model for conducting effective and focused walkthroughs that are grounded in research-based teaching strategies, the necessary look-fors in rigorous ELA and Math …

Participants will be introduced to a model for conducting effective and focused walkthroughs that are grounded in research-based teaching strategies, the necessary look-fors in rigorous ELA and Math classrooms, and how to engage teachers in reflective conversations on teaching and learning.

In this webinar you will learn:

how to conduct effective walkthroughs in your schools
how to identify the necessary look-fors in Math and ELA classrooms
how to engage in reflective and robust conversations with teachers

Published in: Education, Technology

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  • 1. Math and ELA Classrooms WALKTHROUGHS 16 April 2014 Susan Abelein, Ph.D. Presenter
  • 2. Topics How to Conduct Walkthroughs What to Look For in Math and ELA How to Engage in Reflective Dialogue Conversations 2
  • 3. How to Conduct Walkthroughs 3
  • 4.  Give and receive safe, non-threatening, qualitative evidence- based feedback to stimulate dialogue about teaching & learning.  Reinforce attention to a focus on teaching and learning priorities .  Stimulate collaborative, professional conversations about teaching and learning through the gathering of evidence related to the instructional expectation/focus.  Learn from each walkthrough, asking questions, sharing experiences, and providing perspective.  Deepen an understanding of teaching and learning through ongoing, formative feedback related to school improvement. Source: Adapted from D. Overstreet, “Conducting the Classroom Walkthrough: A Key Practice of Continuous School Improvement.” Savannah/Chatham Schools (2006) Purposes of Walkthoughs
  • 5. Status of Math and ELA in Our Schools What is Math and ELA like in your school? If I ventured into a classroom,  what would I see,  what would I hear,  what would I notice? 5
  • 6.  an extended visit (3-10 minutes)to each teacher’s class  occurs on a weekly basis  uses multiple lenses  involves observing, listening, and speaking with students An informal observation is:
  • 7.  a formal observation  an evaluation of teachers  a “gotcha” opportunity  a “dog and pony” show by teachers An informal observation is NOT:
  • 8. Informal Observations: Process ENSURE you are not interrupted… Classroom Walkthrough FLOW: 1. No greetings! Teacher keeps teaching, students keep learning. 2. Make a mental note of the time; take it all in… allow 30 seconds to 1 minute to pass before 3. Walk the perimeter… 4. Converse with 1-2 students or 1 group, ask “what are you learning?” 5. Continue to observe 6. Check the time… nod to the teacher… complete notes in the hallway
  • 9. What to Look For in Math and ELA 9
  • 10. General Lenses for Walkthroughs Curriculum What is being taught Teaching How teachers plan and deliver lessons Learning How students engage, process, and the resources used Assessing How a teacher assesses and how students perform Classroom Environment How a space feels, it’s organization and use 10
  • 11. Look Fors  Curriculum: • appropriate/challenging content • learning objectives are communicated/assessed • how a teacher answers student questions  Teaching: • instructional strategies: presenting, modeling, coaching guided practice, problem-based learning, questioning, re-teaching • differentiation: responding to student needs: content, process, product, learning environment • grouping: whole group, small group, pairs, individualized; heterogeneous grouping and homogeneous grouping for accelerated or slower pace  Learning: • student engagement • processing: reading, writing, thinking, viewing, speaking, listening, working with hands-on materials • resources: readings/texts, white board, handheld technology, website/online resources, software, manipulatives, worksheets, activity sheets 11  Assessing: • formative and summative assessments: questions, fluency drills, quizzes, tests • responsiveness to students • questioning and critical thinking according to the levels of Bloom’s Taxonomy  Classroom Environment: • positive classroom climate • routines and procedures evident • furniture arranged for optimal teaching/learning • technology available and properly incorporated
  • 12. Look Fors in Math 12
  • 13. Mathematical Practice Standards—Overview “The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important processes and proficiencies with longstanding importance in mathematics education.” —Common Core Standards, page 6 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Visit Solution Tree Press for a Free Reproducible of Math Practice Look Fors
  • 14. See the 8 Math Practices Look Fors in Action 14 Owning the Common Core Math Practices See: https://www.teachingchannel.org/videos/owning-the-common-core?fd=1 Exploring Math Practice Standards: Precision See: https://www.teachingchannel.org/videos/exploring-math-practice-standards
  • 15. Look Fors in ELA 15
  • 16. Best Practices in ELA 16 Reading Language Writing Speaking & Listening VocabularyClose Reading Text- & Evidence-based Q & A Writing Products & Process
  • 17. See ELA Look Fors in Action 17 Arguing Pros and Cons of Teen Driving See: https://www.teachingchannel.org/videos/common-core-collaborative-discussions Analyzing Texts: Putting Thoughts on Paper (Differentiated Instruction) See: https://www.teachingchannel.org/videos/analyzing-text-writing
  • 18. How to Engage in Reflective Dialogue Conversations 18
  • 19. Reflective Practice  Taking a purposeful “time out” to deliberately process thinking  Actively analyzing a situation while considering alternative viewpoint(s)  Acquiring new awareness and understanding  Taking action with newfound knowledge
  • 20. Feedback: Timely & Quick (4-5 minutes) Flow of “Coaching” Feedback:  Positive statement: start with a positive statement based on what you saw, heard, or noticed  Invite reflection: How did you think your lesson went today?  Question: ask a question in relation to the lenses (curriculum, teaching, learning, assessing, classroom environment)  Decision-making: probe for the criteria in relation to the question  Reflect: end/exit conversation with cues for further reflection
  • 21. Feedback: In-Depth Conversations (15-20 minutes)  Reflective Dialogue Conversations: regularly held conversations (weekly, bi-weekly, monthly, quarterly) between the observer (principal, AP, coach, etc.) and individual teachers or teams of teachers  Purpose: to take a purposeful “time out” to deliberately process observations, acquire new awareness and understanding, and take action with newfound knowledge  Materials: walkthrough notes/record, as well as, unit/lesson plans or curriculum maps, grade books, assessments  Flow: • Foster a climate of trust and establish purpose, expectations, and outcomes for the meeting • Analyze, reflect, discuss: walkthrough notes/record and any other documents • Identify a specific action plan; ensure buy-in by teacher; and discuss expectations/timeline for action 21
  • 22. 5 Ways to Listen Better 22 Julian Treasure : 5 Ways to Listen Better (5:55-7:47) See: http://www.ted.com/playlists/92/listen_up.html 1. Silence 2. The Mixer 3. Savoring 4. Listening Positions • Active passive • Reductive expansive • Critical empathetic 5. RASA • Receive • Appreciate • Summarize (so…) • Ask (ask questions…)
  • 23. Catapult Learning: http://www.catapultlearning.com/ Susan Abelein: susan.abelein@catapultlearning.com Twitter: @DrAbelein