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I will look for evidence in which the teacher had conversations with their students on the various learning goals set forth on their PDSA boards. Perhaps a chart or poster with the goal(s) and the students' signed names.

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I will look for evidence in which the teacher had conversations with their students on the various learning goals set forth on their PDSA boards. Perhaps a chart or poster with the goal(s) and the students' signed names.

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I will look for chunking and how the teacher and students are managing the information they are teaching/learning.

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I am looking for behavior management ideas using technology. I would also like to see students go over their data notebooks before reading a new leveled book.

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I will look for student engagement, and teacher interaction with students.

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I will look for new ways to get students to view their data and to buy into making it their own.

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I am looking for ways to organize my classroom. I am specifically looking for ways to model work for my students but not have it be cluttered.

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I will be looking for new ways to implement technology and programs available. I will also be looking for reading strategies used.

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I will look for new strategies to keep students engaged.

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I will look for chunking and if students are engaged.

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During the next Learning Walk, I will be on the look out for real-life connections and/or applications  in what the students learning whether or not it is first time learning. I will also be looking for how students are engaged in the lesson.

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I will look for new ways in which I can use technology.

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I will be looking at different ways I can use the ideas the teacher is implementing in her own classroom

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I will look to see if students are aware of what is really being taught. I will determine if the students are enjoying what is being taught and do they understand the relevancy of the lesson.

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I will look for evidence of clear learning goals. Making sure that students are aware and able to determine what they are learning about.

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I will look for PDSA data and other relevant posted data. I will also look for chunking and how students use the information given.

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During the next learning walk I will be looking for clear learning goals, ways that students interact with one another and grade level appropriate chunking. 

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During the next learning walk I will be looking for clear learning goals, ways that students interact with one another and grade level appropriate chunking. 

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Crystal Morgan

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I will be looking for data analysis, discussions going on between the teachers and students and to make sure it is grade level appropriate chunking.

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I will be looking for:
-grade-level appropriate chunking
-PDSA data analysis

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-appropriate chunking
--Data analysis
-teacher/student discussions

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I will be looking for learning goals.  To see if chunking is age appropriate.  Classroom management.

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I will be looking for learning goals.  To see if chunking is age appropriate.  Classroom management.

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I will look for clear learning goals. How the teacher is bringing new information to students (are they excited and are students engaged).  I will listen to see if the teacher gives students something to do, or if they tell them what not to do.

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I will be looking at how the teacher is interacting with the students and if he/she is breaking down the material they are teaching into chunks.

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I will look for how students are reacting to each other, how the teacher is breaking down the information for students to learn, and classroom management strategies.

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I'll be looking for:
-real world connections
-first time learning connections
-chunking

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1. chunking-the amount of chunking that is appropriate for the grade level
2. Collaboration among students for learning
3. differentiation among groups/students
4. clear learning goals

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During the next learning walk I will be looking for specific ways students are interacting with each other and how those interactions relate to the stated goals.

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Among the things I will look for will be:

1. Clear understandable goals

2. Evidence of student engagement (collaboration)

3. Chunking of age appropriate material and the method used to help students retain that information.

4. Evidence of that learning on PDSA data boards.

5. Teacher engagement (positive and expressive) and how students respond as a result. (Is the teacher's level of engagement appropriate and effective for student learning? )

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During the next learning walk I will be looking for clear learning goals as stated on the PDSA boards. I will also be looking for information that is presented in small chunks that are developmentally appropriate

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I will look for how learning is being presented, chunking information, and clear goals.

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I will be looking for chunking as it relates to age appropriateness. 

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I will be looking for chunking as it relates to age appropriateness. 

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I will look for differentiation and learning goals.

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*Real World Connections
*Clear Goals
*Teacher/Student Connection

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Look for Data on PDSA Board that shows evidence of learning goals
Chunking that is appropriate for the grade level that I am observing.
I'll also be looking for the "thinking through" process.

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I will look for age appropriate chunking and data analysis. I will look for clear goals.

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- Analysis Data
- Clear and direct learning goals
- Chunking information for the appropriate age group

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During the next learning walk I will look for appropriate and clear learning goals set. I will also, looking for how the information is presented.

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During the next learning walk I will look at how much information is being presented to students at a given time.

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In the next learning walk I will look for age appropriate chunking and presentation techniques.

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I will look for age appropriate chunking during the learning walk and how it is being taught.

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I will look for age appropriate chunking during the learning walk and how it is being taught.

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Evidence of chunking to make sure the lesson is differentiated.

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Chunking,
Student Engagement
Diagnosis on Pre-Post test

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I will look for evidence of goals and chunking.

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During the next learning walk I will look for chunking and how the information is being presented to the students.

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I will look for clear learning goals and their task analysis on PDSA. I will also look for chunking in their activities.

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Chunking is very important since EC classes have students of different ages and abilities.  Students can work in small groups to let the teacher know what they do/do not understand prior to teachers continuing with additional material.

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*Evidence of chunking appropriate for age and grade level

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Grade-level
appropriate Evidence of chunking

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I will look for evidence of chunking and clear goals and how the students are learning from one another.

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I will look for clear goals and evidence of chunking.

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I will look for evidence of goals and chunking, as well as differentiated learning activities.

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Some things I will be looking for during my next walk through include....
~ Clear learning goals
~Informal diagnosis of skills
~ Differentiated learning activities
~Evidence of age appropriate chunking
~Teacher/Student and Student/Student conversations and interactions

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Trudy Saunders- I will look for evidence of chunking and student engagement.

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Trudy Saunders- I will look for evidence of chunking and student engagement.

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Goals
Evidence of first learning these goals
Student engagement of goals
Chunking of Learning Process of the goals
Student interactions witht he goals, discussion, real world experiences with the goal

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Evidence of First Time Learning
Positive energy by the Teacher
Chunking
Real Life/World Experiences

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chunking
appropriate age of materials and information
diagnosis on pre/post test on PDSA board

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-evidence of chunking
-evidence of teachers being mindful of developmental level of their students
-looking for diagnosis through different forms of assessments

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I will be looking for evidence of chunking that is appropriate to each grade level. I will also be looking for diagnosis through pre and post assessments. I will look at  PDSA to check for subsequent learning.

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-Chunking
-diagnosis, pre-tests

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-Teacher/student Engagement
-Chunking
-Student on Student Interactions (how they are learning and teaching each other)

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-First Time Learning Experiences
-Chunking of Information
-Real World Connections

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-Teacher excitement and encouragement.
-Positive First Time Learning.
-"Real World".... "Real Student" connections.
-Chunking

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- Learning Objectives & Scaffolding
- Diagnostic Data
- Instructor Urgency and Excitement
- Positive First Time Learning
- Connections between activities to 'real world' problems.
- Information Chunking