Math and ELA Classrooms

WALKTHROUGHS

16 April 2014 Susan Abelein, Ph.D. Presenter

Topics

How to Conduct Walkthroughs

What to Look For in Math and ELA

How to Engage in Reflective Dialogue Conversations

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How to Conduct Walkthroughs

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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

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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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:

a formal observation

an evaluation of teachers

a “gotcha” opportunity

a “dog and pony” show by teachers

An informal observation is NOT:

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

What to Look For in Math and ELA

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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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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

Look Fors in Math

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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

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

Look Fors in ELA

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Best Practices in ELA

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Reading

Language

Writing

Speaking & Listening

Vocabulary Close Reading

Text- & Evidence-based

Q & A

Writing Products &

Process

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

How to Engage in Reflective Dialogue Conversations

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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

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

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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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…)

Catapult Learning: http://www.catapultlearning.com/

Susan Abelein: susan.abelein@catapultlearning.com

Twitter: @DrAbelein