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

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
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3. How to Conduct Walkthroughs
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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?
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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
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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
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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
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 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
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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
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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
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16. Best Practices in ELA
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Reading
Language
Writing
Speaking &
Listening
VocabularyClose Reading
Text- &
Evidence-based
Q & A
Writing
Products &
Process

17. See ELA Look Fors in Action
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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
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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
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22. 5 Ways to Listen Better
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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