LEARNING WALKS
A Professional Learning Tool
IMPLEMENTATION
SETTING UP
A set focus for the Learning Walk must firstly be established. The focus should be clearly articulated and linked to professional learning and school priorities. Evidence of the focus must be observable in classrooms. A Walking Team should then be set-up. The Walking Team consists of 3-4 walkers with one designated Lead Walker. Any staff member can take part in Learning Walks but it is recommended that a leadership representative is involved. Next you need to select classrooms to visit. Remember that the Learning Walk obtains a snapshot of the learning at the school, so consider how many classrooms you can visit in the allocated time to gather enough evidence to reflect on. All staff are briefed on the process, purpose and protocols of a Learning Walk. Each staff member will be given a Learning Walk brochure and encouraged to ask and discuss any questions and concerns. A Learning Walk will take approximately 1hr 45min
LEAD WALKER
The Lead Walkers role is extremely important! THE LEAD WALKER SHOULD BE SKILLED IN:
Distinguishing between cited evidence observed in the classroom and making unwarranted judgements or assumptions Crafting questions based on observations Managing time
WALKING TEAM
THE WALKING TEAM WILL:
Participate in Pre Walk Discussion Be familiar with the focus of the walk Have a copy of the handbook with observation templates Be mindful of the protocols Be mindful of time and process of Learning Walk Base discussions on evidence, free of judgement and evaluation May assist Lead Walker to share feedback with staff within one week of walk
GATHERING EVIDENCE
The purpose of the classroom visit is to obtain a brief snapshot of the classroom in order to collect evidence based on the specific focus. Any observations that are documented should be free of any judgement. Learning Walks are a powerful tool to observe and develop common trends in classrooms. Evidence collected is determined by the focus and may include: The physical environment Student work examples Student discussions The classroom instruction and explicit focus Classroom organisation e.g. Management Boards Provision and use of resources Learning Tools Use of technology Assessment practices Student support displays e5 domain/s
PROTOCOLS
A Lead Walker must be appointed to ensure all protocols are understood and time allocation is adhered to. Participating staff are involved in the Pre -Walk Discussion. Prior to the walk, teachers should explain to students that visitors will be entering the classroom. Walkers should wear nametags. Walkers must adhere to the focus of the walk. Walkers must refrain from making any judgemental comments. Walkers should not disrupt learning in the classroom. Walkers should not speak to one another whilst in the classroom. Individual observation templates must be shredded on completion of the Post Walk Discussion.
engage
The Teacher
Fosters positive relations with and between students
Promotes questioning
Structures tasks, elicits students prior knowledge and supports students to make connections to past learning experiences
Assists students to consider and identify processes that will support the achievement of the learning goals
STUDENT QUESTIONS
Are you interested in this task? Why/why not? How do you think this may help you in life? What is your goal for this task? What do you need to do to achieve this goal?
Student 1
Student 2
Student 3
explore
The Teacher
Provides tools and procedures for students to organise information and ideas
conceptions
and
challenges
STUDENT QUESTIONS
What are you learning today?
Student 1
Student 2
Student 3
explain
The Teacher
Provides opportunities for students to demonstrate their current level of understanding through verbal and non-verbal means
Provides strategies to enable students to connect and organise new and existing knowledge
Assist students to represent their ideas, using language and images to engage students in reading, writing, speaking, listening and viewing
STUDENT QUESTIONS
What do you currently know and understand about what you are learning today? How are you going to explain your learning?
Student 1
Student 2
Student 3
How does this topic/goal connect to other things you have learnt? When do you think you will be able to practice this new learning again?
elaborate
The Teacher
Supports students to identify and define relationships between concepts and to generate principles or rules
Selects contexts from familiar to unfamiliar, which progressively build the students ability to transfer and generalize their learning
Supports students to create and test hypotheses and to make and justify decisions
STUDENT QUESTIONS
What are you learning today?
Student 1
Student 2
Student 3
evaluate
The Teacher
Supports students to continuously refine and improve their work using assessment criteria in preparation for a performance of understanding
Provides feedback and assists students to evaluate their progress and achievements
Supports students to reflect on their learning processes and the impact of effort on achievement
STUDENT QUESTIONS
What have you learnt from this task?
Student 1
Student 2
Student 3