LEARNING WALKS AND TALKS

Learning Walks & Talks

Learning

The

Learning

as

leadership tool to observe

replicate best practice

our

Intentions We are learning about: •

purpose of Learning Walks & Talks • How to conduct a Learning Walk & Talk honouring the rationale and protocols •

interconnectedness of co-constructed data walls, case management, and Learning Walks & Talks •

Walks & Talks

a

and

in

context

Success Criteria I can: • Reflect on how Learning Walks & Talks connect to the 14 Parameters and support students’ and teachers’ learning • Identify the elements and protocols of Learning Walks & Talks • Make focused, factual, non-evaluative observations and express classroom observations in precise, descriptive language • Ask students “The 5 Questions” • Reflect on my own leadership in light of Learning Walks & Talks

Learning Walks & Talks Research

Learning Walks & Talks Are…

• A tool to answer, “How do you know students are learning?”

• Growth promoting and enhance learning for us (principals and leaders) as instructional leaders

• A way to gather data about trends or patterns throughout the school

• How leaders know what professional learning to plan for the entire staff, small groups, or individual teachers

• A way to offer opportunities to plan and provide appropriate support for students and teachers

Learning Walks & Talks Are…

• A process that starts at the school data wall

• An essential component of the case-management process

• Short and sharp 5-7 minutes in the classroom to make factual observations

• An explicit framework to observe and talk about teaching decisions in and across classrooms that promote learning together as teachers and leaders

Learning Walks & Talks Are Not…

•

and Judgemental

Leave your title at the door • For note-taking - No notes are taken during the LW&T • A conversation that interrupts teaching or learning • There are no conversations with others (including discussion with the teacher) during or after the LW&T until we have moved away from the classroom

Evaluative

–

Learning Walks & Talks Are Not…

• An instant and direct point of feedback

• No feedback is given, or questions asked of teachers about what is observed until 6-8 Learning Walks & Talks have taken place in the classroom, at different times of the day

• Only then can they be used to develop feedback conversations about assessment and instruction with teachers to raise achievement levels

• Long and arduous

Learning Walks and Talks Operating Norms

• Ghost Walk • No students present • Can happen after hours • Walking the Walls • Students are

• Observing the environment

• Learning Walk & Talk • Ask students “The 5 Questions” • Direct

Types of Walks and Talks

present

as the third teacher (social and physical)

the conversation with the student to what is evident on the classroom walls (as needed)

– Walking

• ‘Take in’ the physical learning environment in the classroom; enter classroom (no talking) • Observe carefully all aspects of the classroom walls,

evidence of co-construction • Observe evidence of Clarity & CLS Professional Learning • Observe tasks students are working on and evidence of higher-order thinking • Notice the social environment, accountable talk, collaboration • Can all students

themselves on the walls?

Walk #1

the Walls

note any

‘see’

Walk #1 – Walking the Walls • Exit the classroom (and make notes) • Return to meeting room • Discuss evidence of the Third Teacher, using ‘Retell-Relate-Reflect’ with your small group • Retell what you saw and heard • Relate why it’s meaningful to you • Reflect on any lessons learned from your observations • Report back your reflections with facts, not assumptions

Argyris & Senge’s Ladder of Inference

The Environment as the Third Teacher

• What have you learnt about the value of the Third Teacher?

• What might this mean for you and your context?

• What could you consider for PL about the Third Teacher?

Types of Walks and Talks • Ghost Walk • No students present • Can happen after hours • Walking the Walls • Students are present • Observing the environment as the third teacher (social and physical) • Learning Walk & Talk • Ask students “The 5 Questions” • Direct the conversation to what is evident on the classroom walls as needed

Learning Walk and Talk The 5 Questions • Build rapport with the student • Seek permission to ask them some questions about their learning • Ask their name and introduce yourself • Don't be afraid to 'build rapport' with other questions as well as The 5 Questions • To support the student, you may want to direct them to evidence on the classroom walls (LI, SC, BIU)

Connection between Assessment Waterfall &

Learning Walks & Talks

The Purpose of Learning Walks & Talks

There are four types of learning walks and talks, each with their own purposes. System-supported, network, home school, and selfassessment walks. The purposes of a Network LW&T are:

• To support learning about network and school goals and identify next steps

• To support learning for students, teachers, and leaders

• An approach for leaders to use to engage in reflective inquiry with teachers to positively impact student achievement and support the learning culture within each school