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Future Learning Walks




        Dr Cheryl Doig
http://thinkbeyond.co.nz/
        resources-2/
The Lone Ranger                          PLCs
• Professional                    •  Collective
autonomy                             Responsibility
• Lack of                         •  Collegial
collaboration                        accountability
• “I just want to                 •  Shared stds for
teach in my                          learning
classroom”                        •  Deprivatising
• Private practice                   practice

              Individualism v Individuality

 “It’s what you do that matters, not what you call it.”
What is a future
Growth
                  learning walk?
                    A regular, focused
     Reflection     walk in and around
                   learning areas for a
                   brief period of time –
Observation            observing and
                      gathering data -
                        followed by
                   reflection, feedback
                   and setting of future
                            goals.
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.
65% in office       •  Learning areas are
                                  visited on a recurring
17% hallways/grounds              & regular basis for a
                                  short time

                               •  Into the heart of the
Principal Walks                   learning environment
                                    Resnick   Downey
   11% off campus

                                     What gets
            7% in classrooms         timetabled
                                     gets done.
Classroom
                                     walkthroughs,
                                     action learning
How teachers teach, how students
 learn, what gets taught to whom
                                     teams, quality
             and why….               learning circles,
                                     peer coaching,
                                     critical friends…


                                   What do you already have
                                   and how is it working?
Future Learning Walks 2010
Future Learning Walks 2010
Form
Future Learning Walk Protocols
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
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
How        to..

•  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
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 Learning Walks 2010
Future




So what?
Future Learning Walks 2010
Here’s What!      So What?       Now What?
Learning to       What is the    What actions
Observe Data      meaning of the might the
– what do you     data?          group take?
see, not infer?   What are the
What              patterns?
surprises?        Meanings?
What was          Connections?
unexpected?
Help them dig     Inferences?
deep into the     What
data.             assumptions
                  are your
                  comments
                  based on?
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.
You are not a visitor. You are
part of the Final word learning
            fabric of the
          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

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Future Learning Walks 2010

  • 1. Future Learning Walks Dr Cheryl Doig
  • 3. The Lone Ranger PLCs • Professional •  Collective autonomy Responsibility • Lack of •  Collegial collaboration accountability • “I just want to •  Shared stds for teach in my learning classroom” •  Deprivatising • Private practice practice Individualism v Individuality “It’s what you do that matters, not what you call it.”
  • 4. What is a future Growth learning walk? A regular, focused Reflection walk in and around learning areas for a brief period of time – Observation observing and gathering data - followed by reflection, feedback and setting of future goals.
  • 5. 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.
  • 6. 65% in office •  Learning areas are visited on a recurring 17% hallways/grounds & regular basis for a short time •  Into the heart of the Principal Walks learning environment Resnick Downey 11% off campus What gets 7% in classrooms timetabled gets done.
  • 7. Classroom walkthroughs, action learning How teachers teach, how students learn, what gets taught to whom teams, quality and why…. learning circles, peer coaching, critical friends… What do you already have and how is it working?
  • 10. Form
  • 11. Future Learning Walk Protocols 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
  • 12. Focus
  • 13. Human systems move in the direction of what they most frequently and persistently ask questions about. What you study GROWS
  • 14. PDSA FOCUS Take time to identify the focus and the ‘why’ of that focus first.
  • 15. Feedback •  Look for •  Ask the students •  Listen for
  • 17. How to.. •  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
  • 18. Feedback Follow up
  • 19. 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
  • 23. Here’s What! So What? Now What? Learning to What is the What actions Observe Data meaning of the might the – what do you data? group take? see, not infer? What are the What patterns? surprises? Meanings? What was Connections? unexpected? Help them dig Inferences? deep into the What data. assumptions are your comments based on?
  • 24. 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.
  • 25. 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?
  • 26. 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.
  • 27. You are not a visitor. You are part of the Final word learning fabric of the environment.
  • 28. 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