Post on 23-Dec-2015
INSTRUCTIONAL ROUNDS
Cohort 2013 - 14
August 13, 20131
MAKING CONNECTIONS
We are all learners…
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ROUNDS IS
A special kind of ‘walkthrough’, A special kind of ‘network’, A special kind of ‘improvement strategy’
INTEGRATED INTO ONE PRACTICE
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ROUNDS IS
Developmental
Complicated
Messy
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INSTRUCTIONAL ROUNDSWhat it is NOT… What it is…
A programA practice designed to support an existing improvement strategy at the school or system level
An event A practice that is iterative and woven into existing improvement processes
An evaluation tool
No assessment of individual teachers or schoolsSeparate the person from the practice; focus on the practice Learn about effective learning and teaching
An implementation check
Rounds focuses on patterns of practice, predicted results, not compliance with directives
Training for supervision
Rounds focuses on collective learning, rather than individual supervisory practice
PassiveA community of practice where we expect to push each other and learn from each other
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OVERVIEW OF THE ROUNDS VISIT
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Preparatory work with host school & network Logistics Engagement of staff and school community Challenge of practice development
Visit Challenge of Practice Observation of Practice Observation Debrief (Describe, Analyze, Predict) Next Level of Work
Post visit follow-up with host & network Sharing data Following up (at host school)
GRAPHICAL OVERVIEW OF ROUNDS VISIT
CHALLENGE OF PRACTICECHALLENGE OF PRACTICE
OBSERVATION/DESCRIPTION
OBSERVATION/DESCRIPTION
NEXT LEVEL OF WORK
NEXT LEVEL OF WORK
PREDICTION: “IF YOU WERE A
STUDENT. . .WHAT WOULD YOU KNOW & BE
ABLE TO DO. . ?”
PREDICTION: “IF YOU WERE A
STUDENT. . .WHAT WOULD YOU KNOW & BE
ABLE TO DO. . ?”
ANALYSIS: THEMES/PATTERN
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ANALYSIS: THEMES/PATTERN
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THEORY OF ACTION
IMPROVEMENT STRATEGY
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THE FOUR ELEMENTS OF ROUNDS
1. Identifying a problem of practice2. Observing 3. Debriefing
- Single-loop learning - Double-loop learning
4. Focusing on the next level of work
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WILL BE BACK…
10:00 AM 9
SEVEN PRINCIPLES OF THE INSTRUCTIONAL CORE
Principle #1: Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement.
TEACHER CONTENT
STUDENT
TASK
Principle #2: If you change one element of the instructional core, you have to change the other two.
Principle #3: If you can’t see it in the core, it’s not there.
Principle #4: Task predicts performance
Principle #5: The real accountability system is in the tasks that students are asked to do.
Principle #6: We learn to do the work by doing the work.
Principle #7: Description before analysis, analysis before prediction, prediction before evaluation.
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LEARNING TO SEE…
• Seeing is a discipline• It’s like a muscle – it gets
stronger with repetition• Foundation of our practice
…UNLEARNING TO JUDGE 11
LADDER OF INFERENCE
Chris Argyris; Senge et al. (2000), The Fifth Discipline
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DESCRIPTION WITH JUDGMENT
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“The teacher read from the book, Oliver Twist, which was not at the appropriate level for the class.”
“There was too much time on discussion, not enough time on individual work.”
“The students conducted a sophisticated lab experiment.”
DESCRIPTION WITHOUT JUDGMENT
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“Student 1 asked student 2: ‘What are we supposed to write down?’ Student 2 said, ‘I don’t know.’”
“Students followed directions in the text to make circuit boards.”
“Teacher introduced a writing prompt to students.”
LEARNING & UNLEARNING
Students worked for 20 minutes on an application problem
Students were focused on the task
Task was to write a five paragraph summary of how metaphors enhanced the novel
Task was a challenging application of literary knowledge
Descriptions Inferences
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DESCRIPTION VS
INFERENCE
EXERCISES
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LEARNING & UNLEARNING
Teacher asks, “How did you know this” Student explains.
Teachers asks a question.
Task: find different ways to create a total of 31.Student 1: 10+10+10+1 =31Student 2: 20+9 = 03Student 3: 41 – 10 = 31Student 4: 2+3x3+16 = 31
Task: find different ways to create a total of 31.Students wrote their responses in their math journal.
Fine-Grained Large-Grained
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FINE - GRAINED EVIDENCE VS
LARGE – GRAINED EVIDENCE
EXERCISES
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LEARNING TO SEE…
… … Unlearning to JudgeUnlearning to Judge
• Seeing is a discipline
• It’s like a muscle—it gets stronger with repetition
• Foundation of our practice
WILL BE BACK…
1:30 PM 20
STIMULATING A SCHOOL VISIT
What to Observe…
•What are teachers doing and saying?•What are students doing and saying?•What is the task?
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DEBRIEFING
On your own…
Describe what you sawRead through your notes Transfer only descriptive statements from your notes to sticky notesAssign task manager/facilitator/timekeeper
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DEBRIEFINGSmall Group
Describe what you sawShare your sticky notes and help each other stay in the descriptive voice What did you see/hear that makes you think that?
Overcoming a culture of nice …
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DEBRIEFING
Small Group
Group the sticky notes/evidence in ways that make sense to you.Single pieces of evidence and be a “group”.Label your groupings
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JOURNAL ENTRY
Reflection Prompt
Hopes and fears…What I have learned…Questions I am pondering…
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