Teacher Introduction to Power Walkthrough

Mid-continent Research for Education and Learning

2012 McREL
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Agenda
Purpose of Walkthroughs

Introduction to Instructional Strategies

Practice Walkthrough
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Purpose of Informal Observation

What an Informal Observation is NOT

The Overall PWT Process

Where does teacher professional development fit for your school/district?

Research Base

Introducing the Observation Template

Look at the McREL Observation Template These are the specific things we will be looking for during our 3-5 minute visit.

The Differences Between the Observation Element Types

Classroom Environment Strategies Primary Instructional Strategy Secondary Instructional Strategy

Connecting Blooms Taxonomy

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Reinforcing Effort & Providing Recognition

Providing Feedback

Creating the Environment for Learning

Cooperative Learning

Setting Objectives

These are regular methods of everyday instruction.

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Primary Instructional Strategy

The strategy that the teacher intentionally planned Real-time evidence of adequate pedagogy required Usually 1 of 3 strategies occurring simultaneously

Secondary Instructional Strategy

The strongest supporting strategy of the primary Real-time evidence of adequate pedagogy required Usually 1 of 3 strategies occurring simultaneously Often NLR, C&Q, P, or PF
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Classroom Observables of CITW Strategies and Nested Blooms Taxonomy

(the cheat sheet)

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Connecting Blooms Taxonomy

Create Evaluate

Analyze
Apply Understand Remember
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Tour of National PW Data

https://mxweb.media-x.com/home/mcrel
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Creating the Environment for Learning

Setting Objectives and Providing Feedback Reinforcing Effort and Providing Recognition Cooperative Learning

Developing Understanding
Cues, Questions, and Advance Organizers Nonlinguistic Representation Summarizing and Notetaking Providing Practice
2011 McREL

Extending & Applying Knowledge

Identifying Similarities and Differences Generating and Testing Hypotheses
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Setting Objectives & Providing Feedback

Creating the Environment for Learning

Reinforcing Effort & Providing Recognition

Cooperative Learning
(context)
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Classroom Strategy Indicators of Setting Objectives

Setting learning objectives that are specific but not restrictive

Communicating the learning objectives to students (i.e. posted, handout, or website)

Connecting learning objectives to previous or future learning (transitioning)

Engaging students in setting personal learning objectives

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KWHL Charts for Setting Objectives

What I Know What I Want to Know How I Plan to Find Out What I Have Learned

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Agenda or Learning Objectives?

Agenda 8:00 Grade & Discuss Homework 8:15 Microscope Practice 8:30 Prepare Euglena Slides 8:45 Begin Lab 3.2 9:30 Clean up and Check Out 9:45 Complete Blog Posting Remember your permission slips! Learning Objectives 1. Students understand how microorganisms are classified. 2. Students can recognize and evaluate the advantages and disadvantages of different characteristics possessed by the major types of microorganisms.

These often change daily. They are not learning objectives.

These are learning objectives. They may last for a day or much longer if project-based.

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Providing Feedback
Simply telling students that their answer on a test is RIGHT or WRONG has a negative effect on achievement.
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Classroom Strategy Indicators of Providing Feedback

Providing feedback that addresses what is correct and elaborates on what the student needs to do next
Providing feedback appropriately in time to meet student needs Checking understanding against criteria such as rubrics or directions

Engaging students in the feedback process (i.e. self, peer, & revision)
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Using Rubrics for Providing Feedback

CATEGORY
Attitude - I feel positive about working on my math facts.

4 Advanced
I always have a positive attitude about learning my math facts.

3 Proficient
I often have a positive attitude about learning my math facts.

2 Basic
I usually have a positive attitude about learning my math facts.

1 Below Basic
I often have a negative attitude about learning my math facts.

I practice math facts I practice math facts I practice math facts I practice math facts Commitment - I think working hard at home 5 or more at home 3 -4 times a at home 2 times a at home 0 - 1 time a times a week. week. week. week. will pay off.

Pride - I feel satisfied when I improve on my math facts.

I try my hardest all of the time when practicing my math facts and my weekly score improves 5 points or more.

I try my hardest most of the time when practicing my math facts and my weekly score improves 3 points or more.

I try my hardest some of the time when practicing my math facts and my weekly score stays the same.

I do not try very hard when practicing my math facts and my weekly score goes down.

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Setting Objectives & Providing Feedback

Creating the Environment for Learning

Reinforcing Effort & Providing Recognition

Cooperative Learning
(context)
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Reinforcing Effort
enhances students understanding of the relationship between effort and achievement by addressing students attitudes and beliefs about learning.
Some students attribute success in school to luck, ability, or even other people, such as their friends or their teacher.

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Classroom Strategy Indicators of Reinforcing Effort

Teaching students about the relationship between effort and achievement
Providing students with explicit guidance about what it means to expend effort Asking students to track effort and achievement
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Classroom Strategy Indicators of Providing Recognition

Promoting a mastery-goal orientation

Providing specific praise aligned with expected performance and behaviors

Using concrete symbols of recognition

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Setting Objectives & Providing Feedback

Creating the Environment for Learning

Reinforcing Effort & Providing Recognition

Cooperative Learning
(context)
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Whole Group

Cooperative Group

Small Group

Context

Individual

Pair
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Cooperative Learning
provides students with opportunities to interact with each other in groups, in ways that enhance their learning.

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Context of Learning Indicators for Cooperative Learning

Using of a variety of criteria to group students in small groups

Including both positive interdependence and individual accountability

Applying cooperative learning consistently and systematically

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Creating the Environment for Learning

Setting Objectives and Providing Feedback Reinforcing Effort and Providing Recognition Cooperative Learning

Developing Understanding
Cues, Questions, and Advance Organizers Nonlinguistic Representation Summarizing and Notetaking Providing Practice
2011 McREL

Extending & Applying Knowledge

Identifying Similarities and Differences Generating and Testing Hypotheses
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Cues, Questions, & Advance Organizers

Nonlinguistic Representation

Developing Understanding

Providing Practice

Summarizing & Notetaking

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Cues, Questions, and Advance Organizers

enhance students ability to retrieve, use, and organize what they already know about a topic in order to learn new information.

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Classroom Strategy Indicators of Cues and Questions

Focusing on what is important

Use of explicit cues

Asking inferential questions

Asking analytic questions

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Classroom Strategy Indicators of Advance Organizers

Graphic Organizers
Visually representing information.

Expository
Giving descriptions of new content in written or oral form.

Skimming
Quickly reading upcoming information.

Narrative
Presenting information to students in a story format to make personal connections.
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Cues, Questions, & Advance Organizers

Nonlinguistic Representation

Developing Understanding

Providing Practice

Summarizing & Notetaking

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Nonlinguistic Representation

Enhances students ability to represent knowledge as mental imagery

3/4

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Classroom Strategy Indicators of Nonlinguistic Representation

Creating or using graphic organizers Students creating/using physical or virtual models and manipulatives Students using their imagination or senses to generate mental pictures Drawing pictures, illustrations, or pictographs Engaging in kinesthetic representations
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Cues, Questions, & Advance Organizers

Nonlinguistic Representation

Developing Understanding

Providing Practice

Summarizing & Notetaking

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Summarizing

Enhances students ability to synthesize information

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Classroom Strategy Indicators of Summarizing

Teaching students rule-based summarizing strategies

Using summary frames matched to the explicit structure of information

Students reciprocal teaching

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Examples of Summary Frames

Narrative/Story Frame Topic-RestrictionIllustration (T-R-I) Frame Definition Frame Argumentation Frame Problem/Solution Frame Conversation Frame
Commonly found in fiction or news reports Commonly found in expository material To describe a particular concept and identify subordinate concepts To support or debate a claim Introduces a problem and several solutions Verbal exchange between two or more people 42 42

Note Taking
enhances students ability to organize information in a way that captures the main ideas and supporting details.

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Classroom Strategy Indicators of Note Taking

Giving students teacher-prepared notes

Teaching students a variety of notetaking formats

Providing opportunities for students to revise and use for review

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Cues, Questions, & Advance Organizers

Nonlinguistic Representation

Developing Understanding

Providing Practice

Summarizing & Notetaking

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Providing Practice
(Homework is not addressed in Power Walkthrough)

extends the learning opportunities for students to practice, review, and apply knowledge.

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Classroom Strategy Indicators of Practice

Communicating or discussing the purpose and outcomes of practice

Designing practice sessions that are short, focused, & distributed over time

Providing feedback on practice sessions

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Interactive Games for Practice

BrainPOP PBS Kids Mr. Nussbaum BBC Skillswise FunBrain National Library of Virtual Manipulatives DimensionU

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Creating the Environment for Learning

Setting Objectives and Providing Feedback Reinforcing Effort and Providing Recognition Cooperative Learning

Developing Understanding
Cues, Questions, and Advance Organizers Nonlinguistic Representation Summarizing and Notetaking Providing Practice
2011 McREL

Extending & Applying Knowledge

Identifying Similarities and Differences Generating and Testing Hypotheses
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Identifying Similarities & Differences

Extending and Applying Knowledge

Generating & Testing Hypotheses

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Classroom Strategy Indicators of Identifying Similarities and Differences

Teachers and/or students using a variety of ways to indentify similarities and differences Teachers guiding students in the processes of identifying similarities and differences

Providing supporting cues to help students in identifying similarities and differences

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Identifying Similarities & Differences

Extending and Applying Knowledge

Generating & Testing Hypotheses

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Generating and Testing Hypotheses

Enhance students understanding of, ability to use, and capacity to create knowledge.
GTH Systems Analysis

Predict

Is the prediction true?

Why or why not?

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Classroom Strategy Indicators of Generating and Testing Hypotheses

Using a variety of structured tasks to guide students through generating and testing hypotheses

Students explaining their hypotheses and conclusions

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Technology and Indicators of Learning

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Lets practice a walkthrough together

Things to have in front of you Observation Protocol McREL Debriefing Protocol Watch the video

Use the two protocols as advance organizers

Discuss what you saw at your table.

Debrief as a group.

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