Learning Walks using the 5 Dimensions of Teaching and Learning Instructional Framework

USING THE 5 DIMENSIONS OF TEACHING AND

LEARNING

LEARNING TO SEE, UNLEARNING TO JUDGE

DR. MARCI SHEPARD

Learning Walks

Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012

Developing Expertise to Improve Instruction:

A Two-Part Equation

1. Developing a common language and shared vision for high quality instruction – the better we see, the better we are able to lead.

2. Developing greater expertise in leading for instructional improvement – the better we lead, the better we are able to improve teaching practice and thus learning for all students.


Purpose for the Day

Learning Target:

We are developing a common understanding of the 5 Dimensions of Teaching and Learning (5D), with a focus on student engagement, and using our shared understanding of effective instruction to analyze classroom practice.


Your Picture of an Effective Classroom

Imagine you just walked into what you consider to be an effective classroom in a school.

In words and/or pictures, illustrate what you are seeing and/or hearing that makes you believe it is an effective learning culture.

Chart Post ShareDr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012

5D Overview: Jigsaw

5D Guide and Key Elements handout

Break up into 4 groupsEach group is assigned one dimension

Read about your assigned dimension. Capture the main ideas and share out.


Student Engagement

High level intellectual work• Reflects thinking and work of the

discipline• Student-ownedEngagement strategies and structures• Support equitable access and

expectation that all participateTalk (substance)• Opportunities for students to develop,

test, and refine their thinkingDr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012

Your Picture of an Effective Classroom

Connect/Extend/Challenge• Connect: What connections did you

see or hear between your description of an effective classroom and the brief description of the 5Ds?

• Extend: What extended your thinking?• Challenge: What challenged your thinking?


Digging into Engagement

When we examine student engagement using the 5D, we consider:

What evidence do we have that students are engaged in

learning? Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012

Seeing Levels of Engagement

Read: How Students Respond to School Tasks

Discuss at your tables:In thinking about each level of

engagement, what are some of the hallmarks of student behaviors?

How do these levels of engagement reflect what you see in your schools?


Critical Elements of Student Engagement

• Circle 3-5 key words/a phrase from the vision statements or guiding questions.• Explain to a partner your rationale about the selection of words/phrase.• Agree on one set of words/phrase. Write it on your paper with your justification.• Post it on our Student Engagement chart.


Student Engagement:What Do You Hope to See?

Thinking about the critical elements you discussed and what you’ve learned, what would you hope to see and hear if these were present in a classroom?

Chart


COLLECT DESCRIPTIVE DATACOLLECT DATA THAT IS:•DESCRIPTIVE, NOT EVALUATIVE: JUST THE FACTS!•SPECIFIC

Learning to See, Unlearning to Judge


Description with Judgment

• “The teacher read from a book that was not at the appropriate level for the class”• “There was too much time on discussion, not enough time on work.”• “The students conducted a sophisticated lab experiment.”

What are the judgment words?Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011-2012

Description without Judgment • “Student 1 asked student 2: What are we supposed to write down?” Student 2 said: I don’t know.• Students looked at directions in the text and then made circuit boards.• Teacher introduced the concept of fractions and students began a hands-on activity.


Specificity of Evidence

• “The teacher read a story to the

children”Vs.

• T. read aloud using text Click, Clack, Moo

• Sts. Sat on rug in front of rm.• T qs (ie “What do you think this book is

about?” & “Why did the chickens post notes on the barn door?”)

• T. around rm. To listen to the st. responses.


Classroom Observation

Factual vs. Evaluative scripting• Evidence:• Describe• Count• Script

Be as specific as possible. What are the teacher and students saying or

doing?Observation vs. Interpretation


Observe

http://www.successatthecore.com/teacher_development_featured_video.aspx?v=33

Observation Forms





Reflection on Observation

• Highlight the key “noticings” related to the dimension of engagement. • Share 1-2 noticings with table group• Based upon your noticings and what you had hoped to see (charted information), what are 1-2 “wonderings”?


PROBLEM OF PRACTICE & KEY QUESTIONS

Pre-Briefing


•SCHEDULE•OBSERVATION FORMS•DIVIDE INTO 3 GROUPS (A,B&C)

Prepare for Learning Walk


oFIRST PARToSECOND PARToTHIRD PART

Be as specific as possible. What are the teacher and students saying or

doing?

Recreate the Lessons: Use Evidence


Implications and Next Steps


WHAT WE LEARNED:•IMPLICATIONS FOR MY OWN LEARNING•IMPLICATIONS FOR SYSTEM LEARNING

HOW WE LEARNED:•REFINING THE PROCESS FOR NEXT TIME

Reflect


Education

Learning Walks using the 5 Dimensions of Teaching and Learning Instructional Framework