walk-throughs: an effective strategy for increasing student achievement based on the work of dr....
TRANSCRIPT
Walk-Throughs: An Effective Strategy for Increasing Student Achievement
Based on the work of
Dr. Susan Villa,
Carolyn J. Downey and
Larry E. Frase
Teacher Induction ProgramSan Luis Obispo County
Office of Education
Ultimate Goal: To Influence …
Reflective, self-directed, self-analyzing interdependent teachers who examine their own practices ~ even those who initially are at the dependent level.
Teachers who are continually willing to improve their teaching.
Teachers who are committed to working for ever higher student achievement.
Purpose
To provide advisors with strategies for using a structured walk-through approach and reflective feedback as a vehicle for maximizing student achievement.
Steps in Observation
INSTRUCTION: Engagement of Students
CURRICULUM: Determine curricular objectives and alignment to district curriculum and identify possible growth area(s)
INSTRUCTION: Note instructional practices used and identify possible growth area(s)
Steps in Observation, continued
WALK THE WALLS: for more curricular objectives and instructional practices (if time)
SAFETY & FACILITIES: Happens naturally
Observation Structure: 5 Step Process
ENGAGEMENT (Student time on task)
CURRICULUM (content standards)
TEACHING STRATEGIES
WALK THE WALLS
SAFETY
Step One: Student Engagement
Determine student engagement the moment you walk into the room.
Boston Scan: scan the room. Where are the students eyes? On the teacher, on work, on each other?
Ballpark it ~ what percentage of students are engaged?
Step Two: Curriculum Focus
Determine the curriculum objectives being taught Content ~ what students are learning Context ~ how are students learning Cognitive Level ~ i.e., Bloom’s taxonomy
Compare curriculum objectives listed or stated with observed curriculum
Step Three: Instructional Strategies
Determine generic teaching practices taking place Feedback, examples, student error, wait time,
checking for understanding, prior knowledge
Identify strategies being used with a specific district and/or school focus Process guided reading, writer’s workshop,
reciprocal teaching, question-answer relationships
Step Four: Walk the Walls
Specify other objectives and teaching practices observed Artifacts on walls, charts, student
work, centers, white/chalk board, posters, etc.
Use the walls to inform instruction
Step Five: Safety
Identify any safety and/or facility issues
Keeping Track of Ideas
Develop a very simple way of recording ideas. 3 x 5 card
Do record enough of what happened when you are in the room to use when giving feedback.
The notes are for you ~ not formal.
One Way ~ 3 x 5 Card
Name of BTDate TimeCURRICULUM
Content:
Context:
Cognitive level:
District check:
Grade/subject
INSTRUCTION 2 or 3 ideas
Ima Newby2-10-03 10:35
CURRICULUMContent:
Reasons why people left their homelands to come to the US
Common experiences & hardships immigrants had to overcome while traveling to and upon arrival in US
Context: Text book Oral student response
Cognitive level: KnowledgeDistrict check: 9th
INSTRUCTION
Prior knowledgeWait timePrediction
Primary source documentsPosters of Ellis IslandPie Charts: Immigration
patterns
9th grade
World Geography
CURRICULUMContent:
Writing a 3 paragraph personal experience essay
Pre-writing – organizing ideas
Context: Prewriting
worksheets
Cognitive level: Application
District check: 3rd
INSTRUCTION
ModelingReviewIndividual assistance
Scoring guide ~ rubricChart ~ Steps in the
Writing Process
2-10-03 9:00 3rd Grade Writing
Walk-Through Practice
Watch the video.
Follow the observation structure.
Use a 3 x 5 card to record your information.
Identify a topic for a reflective question.
Feedback and the Reflective Question
What do we know about effective feedback?
Discuss with a partner.
Share with the group.
A Mentoring Conversation: A Protocol Assess the Beginning Teacher’s Needs by:
Making connections and building trust Identifying successes and challenges
Establish a Focus for Work by: Paraphrasing (In other words … So …) Clarifying (Tell me a little more about…
It’d help me understand if you’d give me an example of …)
Stay Away From …
Why did you do ….? Have you considered doing …? You might want to … How come you … How might you do it differently? What might you do differently next time? How did you decide? Do you think it would have been different if
you ..
Will these stems fit? Revise as needed.
Tell me how you did that … What went on in your mind when …? When have you done something like this before? What would be your criteria for …? What do you think the problem is? How did you know …? What might you do next? What’s another way you might approach this?
Support the Teacher’s Movement Forward Direct teaching Collaborative problem solving Reflective questioning
Promote Accountability by: Identifying specific next steps Agreeing to follow up
Listening Clarifying Encouraging Reflecting Presenting Problem Negotiating Directing Standardizing Reinforcing Solving
Mentoring Strategies
Coaching Practice
Prepare a conversation that is reflective in nature for this teacher in the video. Use the topic you identified earlier.
Pair off in teams of two and orally rehearse the reflective conversation with one another. One person be the advisor and the other the teacher in the video. Change roles.
Reflection
What are your thoughts about the experience you have just had with the walk-through observations and the reflective conversations?