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Learning Walks

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Title: Learning Walks


1
Learning Walks
  • St Peters School, Epping

2
What is a Learning Walk?
  • Learning Walks are a collegial activity where
    teams collect evidence of progress to determine a
    focus or improvement in learning and teaching.
  • They are intended to be constructive and help
    school communities better understand how teachers
    teach, learners learn and how best to progress
    learning. 

3
Rationale
  • Learning walks are part of our professional
    practice at St Peter's school. They are an
    essential component of our strategic plan that
    provides learning and professional growth for all
    teachers. Learning walks form a cycle of
    collaborative inquiry related to teaching and
    learning foci identified in our school Annual
    Action Plan. They provide an opportunity to
    gather data about teaching practice and student
    learning and are evidence based to allow for
    collegial conversations.
  • Learning walks allow for continuous improvement
    through feedback and therefore the school
    revisits previous foci, observations and
    wonderings
  • All teachers will have the opportunity to be
    walkers or hosts as we work towards our goal of
    improving learning outcomes for all students
  • The observations and wonderings in the feedback
    letter will inform the future direction in
    literacy learning to be developed at literacy
    PLTs with Literacy leaders, level planning and
    incorporated into the professional learning
    opportunities. Observations and wonderings from
    numeracy learning walks will form foci for
    numeracy staff meetings, level planning, PLTs and
    school closure days and facilitated by the
    numeracy and TL coordinator.
  • Learning Walks have been developed in RE and
    Contemporary Learning.

4
Process
  • Learning walks are scheduled 2-3 times a term
    with the focus related to identified learning
    areas in the schools Annual Action Plan.
  • Teachers are invited to host other teachers
    (walkers) to observe practice in the classroom
    related to a specific focus. There is a
    continuous cycle of teachers being either hosts
    or walkers.
  • After the learning walk is completed the lead
    walker writes the feedback letter and sends it to
    all staff members

5
Process (contd)
  • Feedback letter to all teachers. Leaders are to
    be familiar with the observations and wonderings
    and ensure these are understood and being
    actioned by class teachers.
  • Opportunities to implementation of wonderings-
    level planning, individual conversations/planning
    with teachers, induction of new teachers process,
    classroom walkthroughs, PLTs, WMH (observation
    sessions, goal setting), professional learning
    wheels.
  • Evidence of learning for continuous improvement
    and professional development will be through
    improvement in student learning outcomes as
    identified in data tracking, PATR and PATM
    testing, SINE screening tests and interviews,
    classroom teacher monitoring and peer
    observations, classroom programs, NAPLAN data,
    observations from related learning walks.

6
Learning Walks 2013
  • Term 1
  • Focus Religious Education
  •  Date Thursday 14 March, 9-1.10pm
  •  Focus of the observations (Arising from
    wonderings in previous RE learning walk)
  • In what ways can we personalise learning for our
    students in Religious Education using the
    Contemporary Learning Schema to support, enable
    and engage our students Catholic identity within
    an evolving globalised world?
  •  Links to AAP
  • To engage all students in contemporary learning.
  • Professional learning for all teachers in
    engaging, contemporary learning opportunities in
    Religious Education (St Peters is part of
    professional learning in CEOM initiative-
    Learning and Teaching in a Contemporary Catholic
    School
  • Enhance Religious Education using Contemporary
    Learning Framework
  • Teachers capacity to plan, implement and assess
    RE will be expanded.
  • Ensure assessment for learning opportunities
    aimed at developing students understandings of
    our Catholic faith story are part of the planning
    cycle in RE
  •  
  • Walkers Teresa, Emily, Alison H, Olivia
  • Hosts Sarah P, Maj, Narelle, Chris

7
Learning Walk Term 2
  • Focus Oral Language/ Listening and Speaking
  • Date Day 1 Monday 3 June Prep- Year 2
  • Day 2 Tuesday 4 June Years 3-6
  • Focus of the observations for this walk
  • How do we ensure the engagement of all students
    through powerful teaching and learning
    opportunities that incorporate contemporary
    tools, technology and developmental thinking
    strategies in authentic and purposeful oral
    language/ speaking and listening experiences that
    support reading comprehension?
  •  Links to AAP
  • Develop teachers understandings of instructional
    strategies in literacy with a particular emphasis
    on Reading
  • Provide a broad range of developmental listening
    and speaking activities
  • Develop teachers capacity to provide students
    with opportunities for differentiated learning by
    rigorous analysis of data
  • students in Years 3-6 learning tracked using
    AUSVELs learning focus as basis of developing
    foci
  • Pat R online formative assessment analysed at
    PLTs and used to set foci and matched learning
    experiences.
  • Data tracking wall P-2 in reading to ensure
    student progress.
  • Learning walks focused on contemporary literacies
    in reading

8
Learning Walk- Term 3
  • Date Day 1- Tuesday 6 August
  • Day 2- Wednesday 7 August
  •  
  • Focus of the observations
  • How do we effectively use contemporary learning
    opportunities to differentiate
    the learning for students in
    Maths by effectively tracking, recording,
    monitoring and using student learning to direct
    and inform future teaching and learning?
  •  
  • Rationale- Links to Annual Action Plan
  • Develop clear understanding of the curriculum
    demands across each year level from Prep to Year
    6 to direct our planning
  • SINE data, PatM online and assessment schedule
    tasks as a means of being evidence informed about
    students learning
  • Data tracking in numeracy using visual model.
  • Whole school mathematics approach is implemented.
  • Learning walks P-6 to continue supporting peer
    observation and goal setting from wonderings.
  • Contemporary units of work include directed, real
    life problems, games, structured activities and
    open ended problems

9
Learning Walk-Term 4
  • Contemporary Learning Pedagogy vs Practice
  • Date Wednesday 30 October, 2013
  • Focus of the observations
  • What evidence do we have that the Contemporary
    Learning Framework is supporting and enabling
    students in powerful teaching and learning within
    a flexible learning environment?
  • Rationale- links to AAP and CL wonderings
  •  
  • To explore pedagogy within the context of the
    Contemporary Learning Framework
  • To observe and identify elements of the
    Contemporary Learning Schema within everyday
    practice
  • To discuss how learning experiences are optimised
    through the use of technology within the flexible
    learning spaces.
  • To further develop teacher knowledge and
    expertise so that they are confident users of
    contemporary tools.
  • To promote opportunities that allow student voice
    to personalise learning.
  • To utilise iPad minis to capture vision and audio
    during the walk  
  •  

10
Where does it fit?
  • Learning walks are used at St Peters to monitor
    our Annual Action Plan and to ensure improved
    student outcomes in all areas.
  • They are focused on a range of areas and a range
    of year levels (at some stage all teachers will
    have the opportunity to be involved as both a
    walker and a host).
  • Each walk will lead us on to another focus the
    wonderings become the focus.

11
What is it really like?
  • What was it like when the walkers were in your
    room?
  • How did you find the feedback session?
  • Did the feedback letter give you future
    directions or get you thinking about your
    teaching and learning in your classroom?
  • Was the process a positive and worthwhile
    experience?

12
INSIGHTS
  • Ver

Very focused with a strong evidence base that
provides future direction in teaching and
learning. It is an affirming experience that
promotes collegiality
WOW! A positive experience where I learnt so much
from what others are doing in their classrooms!
Being a walker first helped me feel comfortable
with being a host!
I was nervous at first about being a host but the
feedback was so positive. I felt supported by my
peers in what I am doing with my students. The
strong protocols made it a safe experience for me.
13
Protocols and Anti Harassment
Thoughts, Feelings, Wonderings?
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