Unit+4-Day+1-Homework

Guiding Question Unit 4-Day 1

The principles were present in one way or another in all the classroms observed. However, how those principles are "handled' depend on the teacher. So, the teacher matters (#6) to make effective use of the principles. I have to highlight that during the learning walks the principle #9 was used in a very effective manner. The teachers use of scaffolding and multiple instructional strategies to address the **different student levels** was artfully done. As a result of today discussion I feel more confident with the learning walk tool and providing more meaningful feedback to teachers. Thanks, Wanda
 * Think about your learning walk and observations. Take what you saw and apply it to the ten principles we discussed today. Which were demonstrated and which were absent? What's your own thinking about these principles in your own school?**

** The good news was during the learning walks I did see demonstrations of the ten principles discussed today. On the other hand, it varied from classroom to classroom, and to the degree in which the principles were demonstrated. The learning walks are a valuable learning tool, and will help me to plan and focus my component (team) meetings on effective teaching (instruction). # 8 – Clear expectations and continuous feedback activate learning (use of exemplars of work that meets the standards, with comments and annotations **) will be a starting point. I plan to continue to improve and refine my skill in conducting learning walks, and using the results to drive instruction. Thanks, Mike


 * For the most part we saw of all ten principles in the rooms we visited on our LW. We saw the fewest elements surrounding principles 8 and 10. Providing on-going, specific written feedback to the students and showing them exemplars of work that meets the standards is something we, as a school, need to work on. While our teachers are good at modeling what they are looking for, and while some teachers do use exemplars, it is not as widespread as it could be. In general, I think we’re doing a good job, but there is room for improvement. Cheryl **

We certainly saw number 2, learning is about making connections. When students made the connections, they increased their understanding. When they did not make the connections, they could not increase their learning in new concepts/skills. Student interaction was evident in our walks; we students who were on task and not on task, however the fact that students could and, in some instances, were learning from each other provided evidence of number 3. It was also evident that learning took time (# 4) – in one classroom, much more time and focused teaching (#7) were needed before students would be able to demonstrate understanding of the standard. Clear expectations (#8) and modeling (#10) were essential to students’ ability to achieve the objective or not. In our school, the challenge, and thus the objective, is to create a teaching culture where these prinicples are seen in every classroom daily. Candice

Classes demonstrated all ten principles in our school. The extent those principles were demonstrated varied class to class. I would like to use thoughts from today's discussion to help look for different demonstrations of principle #7. I'm wondering how easy or hard it may be to actually see or hear all forms of the demonstration of this principle. Some forms may not be as obvious as others. This leads me to believe that it may be difficult to see how well this principle is demonstrated in a classroom. Rob M.

The principle that I saw very clearly in one of the learning walks was number 3. It was a math class and the students were using the smartboard to demonstrate how they solved a problem. The teacher facilitated the demonstration by keeping students focused and posing higher order thinking questions, but for the most part he let the students completely take over their learning. When one student struggled other students asked to assist or gave each other tips and reminders of previous knowledge that could help solve the problem. The class was loud and busy and had a high energy. Even though several students were talking, it was clear that they were all talking about.....MATH!! While the other two classrooms did have examples of the principles, they were not shown at the sustaining level that this classroom was at. JShea