LEARNING WALKS
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Teaching Channel video: “The Learning Walk”
As you watch the video, please reflect on the following: 1. “We are all products of the professionals around us.” 2. Mr. McComb refers to the “open culture” this practice has created at the school. What does that mean and why would it be desirable? 3. Why might Mr. McComb claim that Learning Walks are more valuable when done collaboratively? |
Learning Walks (aka: Instructional Rounds)
Philosophy
Robert Marzano has touted instructional rounds as one of the most valuable professional development tools for enhancing pedagogical skills and professional collaboration. In his book, The Art and Science of Teaching, he describes this practice as one that “stimulates energy and excitement”. The rounds are not meant for feedback to the teacher being observed but as a way for an observing teacher to compare their own practice with what they observe. This should be accompanied by discussion with other observing teachers as well as reflection by the individual observer.
Impetus
As part of the IMPACT Grant, schools are charge with identifying IMPACT classrooms for teacher observation. We will begin using this tool this semester at Mount Mourne with each teacher participating in one walk by the spring break. The intent is that each teacher will participate in one Learning Walk each semester. This is an opportunity to observe and reflect on particular aspects of the blended learning classroom, but we will use it as a study of other aspects of instruction as well.
Procedure
About one week prior to the Learning walk, Kelly or Cindy will send an email invite with date and time details. Each walk will involve 3-5 teachers and either Kelly or Cindy. The group will meet in Cindy’s office at the specified time. Walks will last 15-20 minutes, with 10 minute debrief so that at most 30 minutes of planning time are used. During the walk, observers will knock and quietly enter the classroom, moving to a designated area of the room. Each walk will have a common focus, but teachers are encouraged to watch for things of particular interest to them as well. The observing teachers will have a reflection sheet and may take notes if they wish during the 15-20 minute visit.
Debrief
After the visit, the team will take a few minutes to share what they noted during their time in the classroom. This time is not meant to be evaluative but a time to note positive practices observed as well as concerns or questions the teacher might have. The end result should be to note instructional practices that observing teachers might consider implementing themselves because they saw them being used effectively in another teacher’s classroom.
Norms
• Observers should not share what they have observed in a lesson with anyone outside the group of observers.
• Observers should not share comments made during the debriefing with people outside the debriefing.
• Observers should not offer suggestions to observed teachers unless the observed teachers explicitly ask for feedback.
Marzano, Robert. "The Art & Science of Teaching / Making the Most of Instructional Rounds." Educational Leadership. ASCD, 1 Feb. 2011. Web. 19 Nov. 2014. <http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Making-the-Most-of-Instructional-Rounds.aspx>.
Philosophy
Robert Marzano has touted instructional rounds as one of the most valuable professional development tools for enhancing pedagogical skills and professional collaboration. In his book, The Art and Science of Teaching, he describes this practice as one that “stimulates energy and excitement”. The rounds are not meant for feedback to the teacher being observed but as a way for an observing teacher to compare their own practice with what they observe. This should be accompanied by discussion with other observing teachers as well as reflection by the individual observer.
Impetus
As part of the IMPACT Grant, schools are charge with identifying IMPACT classrooms for teacher observation. We will begin using this tool this semester at Mount Mourne with each teacher participating in one walk by the spring break. The intent is that each teacher will participate in one Learning Walk each semester. This is an opportunity to observe and reflect on particular aspects of the blended learning classroom, but we will use it as a study of other aspects of instruction as well.
Procedure
About one week prior to the Learning walk, Kelly or Cindy will send an email invite with date and time details. Each walk will involve 3-5 teachers and either Kelly or Cindy. The group will meet in Cindy’s office at the specified time. Walks will last 15-20 minutes, with 10 minute debrief so that at most 30 minutes of planning time are used. During the walk, observers will knock and quietly enter the classroom, moving to a designated area of the room. Each walk will have a common focus, but teachers are encouraged to watch for things of particular interest to them as well. The observing teachers will have a reflection sheet and may take notes if they wish during the 15-20 minute visit.
Debrief
After the visit, the team will take a few minutes to share what they noted during their time in the classroom. This time is not meant to be evaluative but a time to note positive practices observed as well as concerns or questions the teacher might have. The end result should be to note instructional practices that observing teachers might consider implementing themselves because they saw them being used effectively in another teacher’s classroom.
Norms
• Observers should not share what they have observed in a lesson with anyone outside the group of observers.
• Observers should not share comments made during the debriefing with people outside the debriefing.
• Observers should not offer suggestions to observed teachers unless the observed teachers explicitly ask for feedback.
Marzano, Robert. "The Art & Science of Teaching / Making the Most of Instructional Rounds." Educational Leadership. ASCD, 1 Feb. 2011. Web. 19 Nov. 2014. <http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Making-the-Most-of-Instructional-Rounds.aspx>.
In order to make this experience as valuable as possible we would like to know where your interest might lie. Please click here to complete a survey of what your Learning Walk interest might be. Survey