Learning Walks: Learning Talks

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Learning Walks Learning Talks
Dr Cheryl Doig
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• This is not new
• Dont think that learning walks will make a
  difference. Dont just add them in as a new idea
  to add to your Christmas tree.
• Think about the underpinning ideas of observing
  practice, evidence informed practice, teacher
  inquiry, learning talk, data..
• The underlying ideas are timeless

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What is a learning walk?
Growth

• A learning walk is a regular, focused walk in and
  around the learning areas/ organisation for a
  brief period of time observing and gathering
  data - followed by reflection, feedback and the
  setting of future goals.

Growth
Reflection
Observation
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• Why learning walks?
• An effective way of deprivatising classroom
  practice
• Provide a vehicle for teachers to talk about
  effective learning and teaching engage them in
  dialogue and reflection about teaching practice,
  school-wide goals, alignment to the mission and
  values
• A powerful tool for assessing effective
  implementation of the targeted area into
  classroom practice
• A tool for principals to maximise time, and
  provide focus, in learning environments.

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• Underlying assumptions
• What is espoused and what actually happens
  matches
• We work on the tail within our schools - to
  reduce variance
• We seek learning for the 21st century - this
  affects what we model and focus on

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• Future Learning Walks

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• FORM - Learning Walk Protocols
• Planning for Learning Walks
• Specific indicators for learning walks are
  jointly planned with staff
• Timetable and format of the feedback is agreed
  (and how feedback will be used)
• How feedback will be used to enhance teaching and
  learning will also be agreed.
• Observing
• No chatting by observers to each other
• Only record replanned focus
• Giving Feedback
• Keep it about the data not about the people

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• FOCUS
• A Ghost Walk at your place
• what are the threads of learning?
• what is important?
• what is the evidence

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• FOOTWORK
• Student Orientation/Engagement
• Walk the walls - look at artefacts - on display,
  in books, plans, IWB
• What learning and why - "What are you learning?
• Teacher decision making
• Conversations and interactions
• Look - Ask - Listen

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• FEEDBACK - Learning talk is

ANALYTICAL Analysis of evidence of impact of
teaching practice on student learning outcomes.
Evidence based talk that enables teachers to
judge their own effectiveness
CRITICAL Evaluates the impact of teaching
practice on student learning based on analysis
CHALLENGING Making change based on analysis
critique. All talk challenges colleagues to
justify and/or change practice
Adapted from Annan, Lai Robinson 2003 With
recognition to Roween Higgie, Principal of
Remuera School
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Future
So what?
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• John Hattie - Visible Learning
• When feedback is used in a controlling manner eg
  This is how you should have performed.. has a
  negative effect eg -0.78 effect size. This, and
  extrinsic motivation, undermine responsibility
  for self.

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• How do we get feedback from students and how is
  it used?
• What might we look for?
• What might we ask students?
• What might we listen for?
• How will we know if the feedback results in
  change to teacher practice? To student
  achievement?
• What will you be looking for if students are
  managing themselves in terms of feedback??

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• Its not about learning walks
• Walk-throughs can result in thoughtful
  discussions about teaching practice, or - if a
  school isnt clear about the purpose or process -
  in mountains of unused data.

Gary Bloom. Classroom visitations done well.
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You are not a visitor. You are part of the fabric
of the learning environment.

• Title in here
• Content in here

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For more information go to www.thinkbeyond.co.nz
If you click on Learning Walks you will find
some resources that may be helpful If you would
like a free copy of Talking the walk walking
the talk An Introduction to Learning
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