Future Learning Walks

Dr Cheryl Doig

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

PLCs •  Collective

Responsibility •  Collegial

accountability •  Shared stds for

learning •  Deprivatising

practice

• Professional autonomy • Lack of collaboration • “I just want to teach in my classroom” • Private practice

Individualism v Individuality

The Lone Ranger

“It’s what you do that matters, not what you call it.”

What is a future learning walk?

A regular, focused walk in and around learning areas for a brief period of time –

observing and gathering data -

followed by reflection, feedback and setting of future

goals.

Growth

Observation

Reflection

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.

Principal Walks

•  Learning areas are visited on a recurring & regular basis for a short time

•  Into the heart of the learning environment

Resnick Downey

What gets timetabled gets done.

65% in office

17% hallways/grounds

11% off campus

7% in classrooms

Classroom walkthroughs, action learning teams, quality learning circles, peer coaching, critical friends…

How teachers teach, how students learn, what gets taught to whom

and why….

What do you already have and how is it working?

Form

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 Receiving Feedback…

Future Learning Walk Protocols

Focus

Human systems move in the direction of what they most

frequently and persistently ask questions about.

What you study

GROWS

PDSA FOCUS

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

Feedback

•  Look for

•  Ask the students

•  Listen for

Footwork

•  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

How to..

Feedback Follow up

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

Future

So what?

Here’s What! So What? Now What? Learning to Observe Data – what do you see, not infer? What surprises? What was unexpected? Help them dig deep into the data.

What is the meaning of the data? What are the patterns? Meanings? Connections? Inferences? What assumptions are your comments based on?

What actions might the group take?

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.

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?

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.

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

environment.

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