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Doug Fisher and Nancy Frey www.fisherandfrey.com

Getting to Structured Teaching: Walkthroughs and Feedback. Doug Fisher and Nancy Frey www.fisherandfrey.com. What is a Walkthrough?.

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Doug Fisher and Nancy Frey www.fisherandfrey.com

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  1. Getting to Structured Teaching: Walkthroughs and Feedback Doug Fisher and Nancy Frey www.fisherandfrey.com

  2. What is a Walkthrough? A walkthrough is an organized tour through a school's classrooms to collect evidence. The target of the evidence to be collected centers around such topics as how well school improvement efforts, such as applying an instructional focus or providing targeted professional development on specific instructional strategies, are being implemented school wide. In addition, the evidence should show how the implementation is impacting student learning.

  3. Walkthroughs are NOT Used to • Provide individual teacher feedback • Evaluate teachers’ performance • Assess principals

  4. Walkthroughs CAN • Inform professional development • Determine current levels of implementation of school-level or district-level initiatives • Determine quality indicators • Tune observation skills

  5. Traditional Considerations for Walkthroughs • Is there a clear academic focus? • What is the level of student engagement and interaction? • What do the walls of the classroom show? • How well do students understand the assignment? • Do students communicate effectively and demonstrate critical thinking skills? Ginsberg, M. B., & Murphy, D. M. (2002). How walkthroughs open doors. Educational Leadership, 59(8), 34-36.

  6. CfU: How well do students understand? • What are you working on versus what are you learning? • Why are you doing this work? • What do you do when you need extra help? • How do you know you are done?

  7. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  8. Quality Indicators Derived From Walkthrough Data Can Be Used for Formative Asessment

  9. Walkthroughs as a Formative Assessment • Feed up - establishing purpose • Feed back - providing teachers with information about their success and needs • Feed forward - using teacher performance for “next steps” instruction and feeding this into an instructional model Water, water everywhere …

  10. REMEMBER! We are all immune to feedback unless we have an agreement on quality!

  11. Modeling and Purpose “Let me show you.”

  12. Why Do We Model? TRANSPARENCY Students are invited into the mind of someone who can already solve the problem or use the skill/strategy.

  13. Modeling Elements • Name the strategy, skill, or task. • State the purpose of strategy, skill, or task. • Explain when the skill, strategy or task is used. • Use analogies to link to prior knowledge. • Demonstrate how the skill, strategy, or task is completed. • Highlight errors to avoid. • Self-assess.

  14. Establishing Purpose Through Modeling Why? Focuses attention Alerts learner to key ideas Prevents “birdwalking” and maximizes learning time Can be used in formative assessment THIS IS WHEN STUDENTS ARE INTRODUCED TO A NEW STRATEGY Types Content goal (based on the standards) Language goal (vocabulary, language structure, and language function) Social goal (classroom needs or school priorities)

  15. In terms of Purpose and Modeling • Establishing Purpose: Purpose is established for both content and language outcomes for today’s lesson and is based on formative assessments. • Lesson Elements:The tasks completed during the lesson reflect the stated purposes. • Student explanations: Randomly selected students can explain or demonstrate how the stated purposes relate to his or her learning.

  16. In terms of Purpose and Modeling • Teacher Model: The modeling includes naming the task or strategy, explaining when it is used, and using analogies to link to new learning. The teacher demonstrates, alerts the learner about errors to avoid, and how it is applied. “I” statements are consistently used. • Student Opportunities: After receiving adequate time in scaffolded instructional support, students can complete the task or skill that was modeled.

  17. Guided Instruction “You try it, and I’ll be there to help you with the tricky parts.”

  18. Scaffolds in Classroom Instruction • Robust questions to check for understanding • Prompts that focus on cognitive and metacognitive processes • Cues to shift attention to sources • Direct explanation and modeling to re-teach

  19. Guided Instruction • Students begin to take on what they have begun to learn • Often, they “use but confuse” • Teacher is there to help with the tricky parts • Strategic use of questions, prompts, and cues

  20. Small group focus lesson… Teacher is teaching/reteaching Modeling, demonstrations, thinking aloud, and direct explanation dominate Small group guided instruction… Intent is to find out how well students have acquired what has been taught Scaffolds dominate, including robust questions, prompts, and cues It’s Not Just the Size of the Group

  21. Knowing what to look for: Productive group work in action How do you know productive group work when you see it? How do you know productive group work when you hear it?

  22. Purposes of Productive Group Work • Students are consolidating their understanding • Negotiating understanding with peers • Engaging in inquiry • Apply knowledge to novel situations • Productive failure

  23. In terms of Productive Group Work • Complexity of task: The task is a novel application of a grade-level appropriate concept and is designed so that the outcome is not guaranteed (a chance for productive failure exists). • Joint attention to tasks or materials: Students are interacting with one another to build each other’s knowledge. Outward indicators include body language and movement associated with meaningful conversations, and shared visual gaze on materials.

  24. In terms of Productive Group Work • Argumentation not arguing: Student use accountable talk to persuade, provide evidence, ask questions of one another, and disagree without being disagreeable. • Language support: Written, verbal, teacher, and peer supportsare available to boost academic language usage.

  25. In terms of Productive Group Work • Grouping: Small groups of 2-5 students are purposefully constructed to maximize individual strengths without magnifying areas of needs (heterogeneous grouping). • Teacher role: What is the teacher doing while productive group work is occurring?

  26. Integrating GRR Into Walkthroughs • What are the patterns of strength you are seeing? • Are there practices that need to be further clarified? • How can examples of classroom practice be integrated into professional development? • Is the faculty ready for new information?

  27. Getting to Structured Teaching: Walkthroughs and Feedback Doug Fisher and Nancy Frey www.fisherandfrey.com

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