1. Future Learning Walks
Dr Cheryl Doig

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

3. 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.”

4. 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.

5. 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.

6. 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.

7. 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?

10. Form

11. 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

12. Focus

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

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

15. Feedback
• Look for
• Ask the students
• Listen for

16. Footwork

17. 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

18. Feedback
Follow up

19. 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

21. Future
So what?

23. 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?

24. 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.

25. 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?

26. 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.

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

28. 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