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Welcome to:. Classroom Walk-Through (CWT) . Classroom Walk-Through…. a powerful vehicle to assess effectiveness in curriculum implementation. Classroom Walk-Through…. a way to talk with teachers about improvement in teaching and learning. Classroom Walk-Through….

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  1. Welcome to: Classroom Walk-Through (CWT)

  2. Classroom Walk-Through… a powerful vehicle to assess effectiveness in curriculum implementation.

  3. Classroom Walk-Through… away to talk with teachers about improvement in teaching and learning.

  4. Classroom Walk-Through… a way to better assess curriculum and instructional alignment on a day-to-day basis.

  5. Classroom Walk-Through… a tool to maximize the principal’s time in the classroom.

  6. Classroom Walk-Through

  7. Afocused classroom visit for a brief period of time followed by reflection

  8. Goals of CWT • Principal as “Lead Learner” • Frequent Classroom Visits by Principal • Identification of Best Practices/Needs • School Improvement Planning • Professional Development • School-wide Reflective Practice • Increased Student Achievement

  9. Research Adults learn best through reflecting on their experiences. (Costa and Garmston)

  10. Classroom Walk-Through provides structure and practice in… data-gathering curriculum analysis reflective thinking

  11. Classroom Walk-Through . . is sensitive to the busy schedule and demands on a principal’s time

  12. ClassroomWalk-Through should take no more than two to four minutes

  13. Reflective feedback. . . should take NO MORE than two to four minutes

  14. is NOT intended for evaluation purposes Classroom Walk-Through . .

  15. Four Types of Classroom Visits • Visible Presence • Informal Teacher Observation • Formal Teacher Observation • Brief Classroom Walk-Through

  16. Classroom Walk-Through Model Six Steps Step 1: Snapshot of Teaching and Learning Step 2: Identification of Instructional Strategies Step 3: Assessment of Learner Engagement Step 4: Survey of the Learning Environment After the Walk… Step 5: Analysis of Data Collected Step 6: Reflection with Teacher

  17. Step 1: Snapshot of Teaching and Learning T1 Teaching objective and learning expectation T2 Target T3 Taxonomy T4 Text and/or materials

  18. Objective posted with benchmarks listed Objective not posted Play list on board (music) Introduced objectives for tomorrow at end of class Boardwork, Bellwork, Homework posted WhatT1 Might Look Like

  19. Instruction was on target via our curriculum, course level, and/or grade Instruction was not on target via our curriculum, course level, and/or grade What T2 Might Look Like

  20. H Synthesis M Application and H Synthesis L, M or H M Application L Instruction M-Lab H-Report M-H Analysis What T3 Might Look Like

  21. Worksheet Watching video Book/paper board examples Calculator and graph paper Computer and text Handout, formulas and symbols What T4 Might Look Like

  22. Step 2: Identification of Instructional Strategies List observable instructional strategies

  23. Writing/imagery Inquiry/math manipulatives with m&m’s Rehearsal with visual cueing and asking students to listen to each other Individuals or small groups with teacher floating-asking and answering questions Boardwork/visuals congested but available What IS Might Look Like

  24. Step 3: Assessment of Learner Engagement Percentage of students engaged

  25. 80% at start of class 100% 95% 50% many off task 85% Etc. What LE Might Look Like

  26. Step 4: Survey of the Learning Environment • “Walk the walls” …and the desks, tables, floor, resources, technology

  27. Small group work Student work posted Visual, organized, stimulating Clean and organized Colorful, cultural visuals Soft classical music in background High energy Called on kids to help What SLE Might Look Like

  28. Step 5: After the Walk… • Check for alignment of the 4 T’s • -Teaching objective • -Target • -Taxonomy • -Text • Identification of Instructional Strategies • Learner Engagement • Learning Environment

  29. Step 6: Reflection with Teacher… • Reflective practice requires: • A deliberate pause • A purposeful time for a close look at practice • A willingness to be open to other points of view • Consciously processing your thoughts • Gaining new insights and understanding • Action with what has been learned

  30. Step 6: Reflection with Teacher • Four-step process – 4 D’s • Determine one area of focus • Determine type of feedback • Determine how, when, where • Determine prompt

  31. 1. Determine one focus area… • Four T’s • -teaching objective • -target • -taxonomy • -text/materials • Instructional Strategies • Learner Engagement • Learning Environment

  32. 2. Determine type of feedback… • Reflective feedback with prompt • Reflective feedback with limited • response by teacher • Reflective conversation

  33. 3. Determine how, when, where… • Email or face-to-face • Within the first 24 hours • To last no longer than 2-4 minutes • Informal place – hall, classroom, duty area, lunch

  34. 4. Determine prompt… • related to the focus • non-judgmental language • goal is to stimulate thought

  35. Reflection must be purposeful. M.B. Gunter, 2002

  36. Reflection “…the ability to look back and make sense of what happened and what you learned. But it’s also the ability to look forward, to anticipate what’s coming up and what you need to do to prepare.” Sommers, 2001

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