classroom walk-through with reflective practice

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Classroom Walk-Through

with Reflective Practice

Archdiocese of PhiladelphiaOffice of Catholic Education

Based upon research and materials from Teachscape, Phoenix, AZ

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Use of Principal’s TimeWhere Office area

Hallways/Grounds

Off campus

In classrooms

Time Spent --%

--%

--%

--%

Howell (1981), Morris (1981), Kmetz & Willower (1982), Stronge (1988)

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Use of Principal’s TimeWhere Office area

Hallways/Grounds

Off campus

In classrooms

Time Spent 65%

17%

11%

7%

Howell (1981), Morris (1981), Kmetz & Willower (1982), Stronge (1988)

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Goals of Classroom Walk-Through Support administrator as an instructional

leader in school Provide for frequent classroom visits Gather data to make decisions regarding

school improvement planning and professional development planning

Encourage school-wide reflective practice Increase student achievement

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Schools that have engaged in CWT report:

Increased student achievement

Improved instructional practices

Fewer discipline referrals

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Types of Classroom Visits

1. Visible presence

2. Informal teacher observation

3. Formal teacher observation

4. Classroom Walk-Through

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A Classroom Walk-Through is

a focused classroom visit

for a brief period of time

followed by a reflection.

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is NOT intended

for

evaluation purposes.

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Is CWT used with all teachers?

Novice

Career

Marginal

Incompetent

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Classroom Walk-Through Model

Step 1: Snapshot of Teaching and LearningStep 2: Identification of Instructional StrategiesStep 3: Level of Learner EngagementStep 4: Survey of the Learning Environment

After the Walk…Step 5: Analysis of Information CollectedStep 6: Reflection with Teacher

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CWT Palm / Desktop Application

Once you begin the CWT, a four (4) minute timer starts.

Highlight a topic to begin, then tap the ‘Next’ button.

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Step 1: Snapshot of Teaching and Learning

T1 Teaching Objective and Learning Expectation

T2 Target (Grade Level Standard)

T3 Taxonomy (Bloom’s)

T4 Text and/or Materials

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Select ‘Yes’ or ‘No’ for each category.

This portion of the CWT is now complete.

To return to the main page tap the ‘Category’ button.

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You may be unable to complete this portion of the CWT while in the classroom. If necessary, you

can leave this category blank and return to it later after reviewing the standards.


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This screen allows you to select different levels of the taxonomy that you viewed during your

CWT.

Note the L ‘Low’ – M ‘Middle’ – H ‘High’ distinctions.

You may choose to see the definition of any level by tapping on the ‘?’ located to the left of each topic.

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Select ‘Yes’ or ‘No’ for each category.

You may be unable to complete portions of this Category while in the classroom.

If necessary, you can leave any item blank and return to it later after reviewing the standards.


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Step 2: Identification ofInstructional Strategies

Research-Based Strategies Robert Marzano

List of Instructional Strategies

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Research-Based StrategiesClassroom Instruction That Works by Robert Marzano, et al (2001)

Identifying similarities and differences Summarizing and note-taking Reinforcing effort and providing recognition Homework and practice Representing knowledge Learning groups Setting objectives and providing feedback Generating and testing hypotheses Using questions, cues, and advance organizers

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Select the Instructional Strategies noted during CWT; 1-9 are the ‘High Yield Strategies’

You may navigate through additional strategies by tapping on the alphabetized buttons located below

the questions.

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These are the additional Instructional Strategies provided by tapping on the alphabetized buttons

located below the questions.

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This is the last page of Instructional Strategies.


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Step 3: Learner Engagement

Levels of Learner Engagement

• Authentic Engagement• Ritual Engagement• Passive Compliance• Retreatism• Rebellion

Working on the Work by Phillip Schlechty (2002)

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Select the appropriate category by tapping the corresponding box.

You may see the definition of any behavior by tappingon the ‘?’ located to the left of each topic.

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Step 4: Survey of the Learning Environment

• Survey desks, tables, walls, floor, resources, technology.

• Learning environment is supportive of learning objectives.

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Select components of the Learning Environment.

You may navigate through these screens by tapping onbuttons located below the components.

This portion of the CWT is now complete.


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Step 5: Analysis of Information Collected

Alignment of the 4Ts

Instructional Strategies

Learner Engagement

Learning Environment

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It isn’t expected that a reflective prompt will follow every CWT. In fact, it most likely isn’t even possible.

Expect to receive a reflective prompt for 50% of CWTs.

Step 6: Reflection

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Step 6: Introduction to 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.”

Reflective Practice to Improve SchoolsYork-Barr, Sommers, Ghere, Montie (2001)

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“Adults do not learn from

experience, they learn from

processing experience.”

Arin-Krupp as cited in Garmston & Wellman (1997)

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“Continuous learning and

improvement requires

embedding the norm of

reflective practice

in your work.”

Reflective Practice to Improve SchoolsYork-Barr, Sommers, Ghere, Montie (2001)

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A deliberate pause to take a closer look

A willingness to be open to other points of view

Consciously process thoughts

Gaining new insights and understanding

Acting on what has been learned

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Schoolwide Reflection

Partner and Small Group Reflection

Individual Reflection

REFLECTIVE PRACTICEREFLECTIVE PRACTICESTAGES OF IMPLEMENTATIONSTAGES OF IMPLEMENTATION

Adapted from Reflective Practice to Improve SchoolsYork-Barr, Sommers, Ghere, Montie (2001)

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Reflective PromptThe reflective prompt is most effective when it is delivered…

at least 50% of the time;

in verbal or written form;

in a neutral zone;

within 24 hours;

with no response expected.

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Criteria for Effective Reflective Prompt Contextual lead-in focused on what

students are doing Single focus Honest question Non-judgmental language Open-ended Present or future tense Invitation for reflection

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Reflective prompts… …are not meant to be a solitary or a relaxed

meditative process.

…create awareness which is essential for behavioral change.

…are challenging, demanding, and often trying. They cause a stretch to thinking and planning.

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Resistance… Analysis is not something educators take time to

do; they prefer immediate solutions to anything that appears to be in question or critiqued.

Prompts may initially be seen as an indicator of incompetence and failure.

Most teachers have effective defenses for writing off questions which may cause them to think beyond their usual approach; why consider another way when the one used “works”.

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Area of Focus when delivering a prompt….

Curriculum Four “Ts”

T1 Teaching objective/ learning expectation

T2 Target

T3 Taxonomy

T4 Text/materials

Instruction IS (Instructional

Strategies)

LE (Learner

Engagement)

SLE (Survey of Learning

Environment)

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Selected area: Teaching objective/learning

expectation

Possible prompt ~

While doing the CWTs, I wondered how a teacher decides which curriculum objectives have the most effective results?

During my CWTs, I wondered how a teacher determines if students understand the main objectives of the lesson?

While visiting language classes, I became aware of the diverse levels of language speakers. How does a teacher use that diversity to increase student learning?

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Selected area: TargetPossible prompt ~

As I was doing my classroom walk through this afternoon, I was wondering how teachers align the curriculum guidelines to meet student needs?

How does a teacher decide when and how to digress from the grade level standards to assure that we are teaching to the students?

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Selected area: TaxonomyPossible prompt ~

During my walk-through today, I wondered how a teacher identifies questions that will elicit higher order thinking?

As I did CWTs today, I saw students writing stories. How does a teacher prepare students to do this higher-level skill?

I am curious about what criteria teachers use to determine questions that influence higher order thinking.

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Selected area: Text/MaterialsPossible prompt ~

During my CWTs, I wondered how materials used during instruction are aligned to the curriculum guidelines?

After walking through classes today, I was curious about what additional resources could be used to develop lessons to reach all student learning styles?

While completing my CWTs, I wondered how a teacher decides when and how to digress from the textbook to assure that teaching to the students is the intention?

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Selected area: Instructional StrategiesPossible prompt ~

While doing my CWTs, I wondered what instructional strategies could be used for ?th grade students?

During the CWTs, I wondered how does a teacher address individual understanding while keeping the group engaged?

As I completed my CWTs, I wondered how does a teacher determine which strategies to choose from when considering what will best meet a variety of learners in the classroom?

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Selected area: Learner EngagementPossible prompt ~

During the CWTs, I wondered how a teacher addresses individual understanding while keeping the group engaged?

As I did my CWTs today, I wondered how a teacher could engage all learners in a review activity?

When I was completing my CWTs, I noticed students getting ready for the end of the day. How does a teacher use this time to continue student learning?

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Selected area: Survey of Learning

Environment Possible prompt ~

As I proceeded with my CWTs today, I wondered what criteria a teacher would use to determine what and how much to post on the classroom walls?

During my classroom walk-through today, students were transitioning for lunch. I was wondering what strategies for transitioning on the football field could be translated to the classroom?

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When/Where to Conducts CWTs Holidays? Mondays? Fridays?

Mornings? Afternoons?

During tests?

Special occasions?

All classrooms?

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“If we don’t provide intellectually stimulating

environments for teachers,why do we think they will

provide them for students?”

Art Costa

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Louis P. De Angelo, Ed.D.Director of Curriculum, Instruction, & Staff Development

Archdiocese of Philadelphia

Office of Catholic Education

222 North Seventeenth Street

Philadelphia, PA 19103-1299

215-587-3744

[email protected]

classroom walk-through with reflective practice

Documents

category button

cwt report

category blank

main page

instructional leader

snapshot of teaching

kmetz willower

complete portions