Mc Rel Power Walkthrough Overview


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Mc Rel Power Walkthrough Overview

  1. 1. Professional Development<br />Mid-continent Research <br />for Education and Learning<br />
  2. 2. 2<br />Software Demonstration Movie<br />
  3. 3. Research-Based Instructional Strategies<br />© 2008 McREL<br />
  4. 4. 4<br /> Session Outcomes <br />After this two-day training, participants will<br /><ul><li>Understand the purpose of an informal observation
  5. 5. Receive an overview of the supporting research
  6. 6. Learn how McREL’s Power Walkthrough™ software is used
  7. 7. Practice classroom observations
  8. 8. Practice coaching conversations</li></li></ul><li>5<br />Agenda, Day 1<br /><ul><li>Research-based Instructional Strategies
  9. 9. Lunch
  10. 10. Research-based Instructional Strategies Continued
  11. 11. Practicing Classroom Walkthroughs
  12. 12. Installing the Software and Template</li></li></ul><li>6<br />Agenda, Day 2<br /><ul><li>Recording a Walkthrough
  13. 13. Actual Walkthrough and Debrief at a Local School
  14. 14. How to Upload, View, Edit, Print, and Delete Walkthroughs
  15. 15. Lunch
  16. 16. How to Create Reports
  17. 17. Coaching and Implementation Planning
  18. 18. How to Add Teachers and Staff to Your Database*
  19. 19. How to Create and Modify Templates*</li></ul> *For designated personnel only<br />
  20. 20. 7<br />In this section, we will cover:<br />The purpose of an informal observation<br />Research-based instructional strategies<br />
  21. 21. 8<br />Purpose of Informal Observation<br />To provide educational leaders with strategies for using an informal observation approach and data to inform reflective feedback as a vehicle for maximizing student achievement<br />
  22. 22. 9<br />What an Informal Observation is NOT<br />Evaluation<br />Lengthy<br />Hit and miss<br />One-sided<br />Short-term<br />
  23. 23. 10<br />Research Base<br />Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement(Marzano, Pickering, & Pollock, 2001)<br />What Works in Schools: Translating Research <br /> into Action(Marzano, 2003)<br />School Leadership that Works: From Research <br /> to Results(Marzano, Waters, & McNulty, 2005)<br />Using Technology with Classroom Instruction <br /> that Works(Pitler, Hubbell, Kuhn, & Malenoski, 2007)<br />
  24. 24. 11<br />McREL Publications<br />
  25. 25. 12<br />Classroom Instruction that WorksNine Categories of Instructional Strategies<br />
  26. 26. 13<br />Cues, Questions, and Advance Organizers<br />This category of strategies enhances students’ ability to retrieve, use, and organize what they already know about a topic.<br />
  27. 27. 14<br />Cues and Questions:Generalizations from the Research<br />Cues and questions should focus on what is important as opposed to what is unusual.<br />“Higher-level” questions produce deeper learning than “lower-level.”<br />“Waiting” briefly before accepting responses from students has the effect of increasing the depth of students’ answers.<br />Questions are effective learning tools even when asked before a learning experience.<br />
  28. 28. 15<br />Create<br />Evaluate<br />Analyze<br />Apply<br />Understand<br />Remember<br />New Bloom’s Taxonomy<br />
  29. 29. 16<br />Cues and Questions: Classroom Recommendations<br />Use explicit cues<br />Ask inferential questions<br />Ask analytic questions<br />
  30. 30. 17<br />Advance Organizers: Generalizations from the Research<br />Advance organizers should focus on what is important as opposed to what is unusual.<br />“Higher-level” advance organizers produce deeper learning than “lower-level.”<br />Advance organizers are most useful with information that is not well organized.<br />Different types of advance organizers produce different results.<br />
  31. 31. 18<br />Advance Organizers<br />
  32. 32. 19<br />Graphic Organizer<br />The learning objective is to complete this graphic organizer.<br />
  33. 33. 20<br />Multimedia Graphic Organizer<br />Sometimes multimedia can be an advance organizer for students.<br />Example: <br />Plimoth Plantation’s You are the Historian<br /><br />
  34. 34. 21<br />How will you know if teachers are effectively using cues, questions, and advance organizers?<br />Question/answer sessions with students are high level, requiring students to think higher than at the “Remember/Recall” level.<br />A variety of organizers are used: graphic, multimedia, skimming, narrative, etc.<br />Others?<br />
  35. 35. Practicing Classroom Walkthroughs <br />
  36. 36. 23<br />In this section, we will cover:<br />What to look for in 3 to 5 minutes<br />Practicing walkthroughs via video and a paper observation form<br />Coaching conversations<br />
  37. 37. 24<br />21 Leadership Responsibilities<br />
  38. 38. 25<br />What to look for in 3 to 5 minutes<br />Instructional Strategy<br /><ul><li>What dominant strategy is evident?
  39. 39. If the class is working in small groups,
  40. 40. what strategy is the teacher using with the
  41. 41. students in her/his group?
  42. 42. Is a targeted strategy evident, even though
  43. 43. it might not be in use at the time?</li></li></ul><li>26<br />
  44. 44. 27<br />What to look for in 3 to 5 minutes<br /> Technology<br /><ul><li>What technologies are students using?
  45. 45. What technologies is the teacher using?</li></li></ul><li>28<br />
  46. 46. 29<br />What to look for in 3 to 5 minutes<br />Context<br /><ul><li>Whole group
  47. 47. Small group
  48. 48. Pair
  49. 49. Cooperative group
  50. 50. Individual </li></li></ul><li>30<br />What to look for in 3 to 5 minutes<br />Create<br />Evaluate<br />Analyze<br />Apply<br />Understand<br />Remember<br />The Updated Bloom’s Taxonomy<br />
  51. 51. 31<br />Bloom’s Taxonomy – Going Deeper<br />
  52. 52. 32<br />Evidence of Learning<br />What are the students doing or creating while you are in the classroom?<br />What to look for in 3 to 5 minutes<br />
  53. 53. 33<br />Student Interview<br />“What are you learning/doing?”<br />What to look for in 3 to 5 minutes<br />
  54. 54. 34<br />Looking at Classrooms<br />We are going to observe actual videos of a real classroom and discuss what we see. <br />Focus on<br /><ul><li>Dominant Learning Strategy
  55. 55. Context
  56. 56. Knowledge Type (Bloom’s Depth)
  57. 57. Technology
  58. 58. Evidence of Learning</li></li></ul><li>35<br />Video 1 Debrief<br />What strategies did you see?<br />How was technology being used?<br />What was the context of the lesson?<br />What type of knowledge was primary?<br />What was the primary evidence of learning?<br />
  59. 59. 36<br />Video 2 Debrief<br />What strategies did you see?<br />How was technology being used?<br />What was the context of the lesson?<br />What type of knowledge was primary?<br />What was the primary evidence of learning?<br />
  60. 60. Installing the Software and Template<br />
  61. 61. 38<br />We will cover<br />How to access the McREL Power Walkthrough™ Web site<br />How to install the software to your handheld<br />How to download the Power Walkthrough™ template to your handheld<br />
  62. 62. 39<br />Step 1: Installing the Software<br />Go to<br />Log in using the username and password provided to you. Your original password will be “123456.” Click “Login.”<br /><br />
  63. 63. Recording a Walkthrough<br />
  64. 64. How to Upload, View, Edit, Print, and Delete Walkthroughs<br />
  65. 65. 42<br />Uploading a Walkthrough<br />When you are finished conducting walkthroughs, you are ready to upload them to the Web-based software. For Palm® or Windows ®, connect your handheld to your computer.<br />On Blackberry®, choose Synchronization from the main menu; then Upload Walkthroughs until you see Operation completed successfully.<br />On a Palm®, check Upload Walkthroughs and HotSync.<br />On Windows®, click the Upload button. ActivSync® should begin automatically.<br />
  66. 66. How to Create Reports<br />
  67. 67. 44<br />Once you have uploaded several walkthroughs, you are ready to create reports to show the data you have collected. On the Walk-Through Tab, click on Reports.<br />
  68. 68. 45<br />You will first notice three tabs at the top of the page. General reports allow you to compile data from various teachers.Subject refers to individual teacher’s reports. Custom is a custom report made for McREL.<br />
  69. 69. 46<br />The most basic of these reports is 1- Overall Template Report.<br />
  70. 70. 47<br />Select the template you used to gather the data.<br />Select your school or district and then the start and end dates for your report period. <br />Click Submit Report.<br />
  71. 71. 48<br />The default graph will appear as an animation.You can also have the graph appear as an image (PNG format) or as a PDF. From this screen, you can print the entire report.<br />
  72. 72. 49<br />The Cross Tabulation Report allows you to see trends between two different elements in your walkthrough.<br />
  73. 73. 50<br />For example, it allows you to see correlations between higher-order thinking skills and evidence of learning.<br />
  74. 74. 51<br />The Overall Filter Report allows you to create reports similar to the Overall Template Report, while filtering certain grade levels and content areas.<br />
  75. 75. 52<br />Click on the Grade and/or Content area you wish to filter. You can select multiple grade levels and content areas by holding down the Control key. Then click Apply Filter.<br />
  76. 76. 53<br />The Subject Tab allows you to create reports for individual teachers.<br />
  77. 77. 54<br />The Overall Subject Report provides an overall report for the teacher you select from the pull-down menu.<br />
  78. 78. Coaching Conversations and Reflective Questioning<br />
  79. 79. 56<br />Coaching Conversation<br />Collect data from 5 to 8 observations<br />Analyze the data prior to the conversation<br />Pose a reflective question<br />Formally<br />Informally<br />In writing<br />In teams<br />
  80. 80. 57<br />First or Second Order?<br />Do stakeholders perceive the change as. . . <br />An extension of the past?<br />A break with the past?<br />Consistent with prevailing organizational norms?<br />Inconsistent with prevailing organizational norms?<br />Incongruent with personal values?<br />Congruent with personal values?<br />Easily learned using existing knowledge and skills?<br />Requiring new knowledge and skills?<br />First-Order Implications<br />Second-Order Implications<br />
  81. 81. 58<br />Reflective Questions Examples<br />Craft reflective questions<br />To stimulate reflection and extend comprehension <br />To challenge teachers&apos; thinking by inviting them to interpret, infer, summarize, form conclusions, and evaluate selections <br />To extend personal responses by considering the views of others <br />
  82. 82. 59<br />Reflective Questioning<br />“Let’s look at the data on the instructional strategies you used during my last five visits. What does this say?” <br />“How do you decide on the types of groupings in your lessons?”<br />“Do you see any linkage between the data on technology and on student engagement?”<br />“As department chair, what is your interpretation of the data on context for your team?”<br />
  83. 83. 60<br />Suggestions for Reflective Conversations<br />If having a one-on-one conversation, do not conduct in the principal’s office<br />Utilize grade level or team meeting<br />Be wary of written or email communication<br />