Learning Walks Overview
Purpose
The primary purpose of Learning Walks is for the observing teachers to compare their instructional practices with those they observe. The discussion at the end of the Learning Walks and the subsequent self-reflection by observing teachers are the chief benefits of this collaboration. Through engaging in the process of Learning Walks, together we can achieve:
Focus
A Focus of Inquiry is established before the classroom visits and defines what to look for during the Learning Walks. The Focus of Inquiry is used to establish clear expectations as to the type of evidence that will be collected, and how the evidence will be used, ensuring that the Focus is compatible with School and District Improvement Plans. We can use these Focus of Inquiry Guiding Questions and Walkthrough Focus and Look-fors to further establish the Focus of our Learning Walks.
Collect Evidence
While visiting classrooms, each Learning Walk team members observes objective and specific evidence related to the Focus of Inquiry that will then be discussed and analyzed to support classroom practice. When visiting a classroom, the team should focus their observations by asking:
Teachers Meet and Debrief the Observation
When the Learning Walks are over, members of the group convene to debrief. This is the most important part of the Learning Walk process. Debriefing can be done in a “round robin” format, with each observer commenting on their evidence. The purpose of this discussion is not to evaluate the observed teacher. Discussion Norms must be agreed to and followed during and after the Debriefing session.
Self-Reflection
After the debriefing, observers summarize their conclusions by answering these questions:
Purpose
The primary purpose of Learning Walks is for the observing teachers to compare their instructional practices with those they observe. The discussion at the end of the Learning Walks and the subsequent self-reflection by observing teachers are the chief benefits of this collaboration. Through engaging in the process of Learning Walks, together we can achieve:
- Creation of a culture of inquiry and research, characterized by collaborative learning and reflective practice
- Enhanced focus on classroom practices, instruction, and student learning experiences
- Enhanced professional dialogue about teaching and learning among teachers
- Identification of opportunities for coaching and professional development
- Observation of classroom practices to inform conversations of PLCs
Focus
A Focus of Inquiry is established before the classroom visits and defines what to look for during the Learning Walks. The Focus of Inquiry is used to establish clear expectations as to the type of evidence that will be collected, and how the evidence will be used, ensuring that the Focus is compatible with School and District Improvement Plans. We can use these Focus of Inquiry Guiding Questions and Walkthrough Focus and Look-fors to further establish the Focus of our Learning Walks.
Collect Evidence
While visiting classrooms, each Learning Walk team members observes objective and specific evidence related to the Focus of Inquiry that will then be discussed and analyzed to support classroom practice. When visiting a classroom, the team should focus their observations by asking:
- What do I see the students doing?
- What do I hear the students and teacher saying?
- What tasks are students engaged in?
- What instructional practices do I observe?
- What artifacts (related to the Focus of Inquiry) are evident in the classroom?
Teachers Meet and Debrief the Observation
When the Learning Walks are over, members of the group convene to debrief. This is the most important part of the Learning Walk process. Debriefing can be done in a “round robin” format, with each observer commenting on their evidence. The purpose of this discussion is not to evaluate the observed teacher. Discussion Norms must be agreed to and followed during and after the Debriefing session.
Self-Reflection
After the debriefing, observers summarize their conclusions by answering these questions:
- As a result of what I saw today, which aspects of my teaching do I feel were validated?
- As a result of what I saw today, which questions do I have about my own teaching?
- As a result of what I saw today, what new ideas do I want to try in my own instructional practice?