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Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success

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In Learning and Leading with Habits of Mind, noted educators Arthur L. Costa and Bena Kallick present a comprehensive guide to shaping schools around Habits of Mind. The habits are a repertoire of beh

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An article of Flipped Observation from Ed Leadership. This is a different type of learning lab, a little bit closer to lesson study.

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Moker Klaus-Quinlan and Emily Quinty from PEBC developed this framework for thinking about student reflection.

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From http://assessment.tki.org.nz/Assessment-in-the-classroom/Assessment-for-learning-in-practice/Reflection-on-the-learning

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From Edutopia: Teachers Gain from Peer Review

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From Edutopia: Teachers Gain from Peer Review

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How It's Done

Choose Student Work to Analyze

Choose work that your students haven't yet mastered so you can get feedback on how to best move forward. "We just started doing bar graphs with them last week," says Peacock. "The process of looking at work will help me as I'm planning the rest of this sequence of lessons."

Analyzing Student Work Protocol

1. Share the task (1 minute): Read the task to your colleagues. "We do this because we want to see if the task was worded in a way where students could understand it," explains Peacock. "That's why we don't like to do too much of an explanation."

2. Silent observation (4 minutes): After reading the task, have your peers examine the student work silently, and ask themselves:

How would I respond to the task?

How did students respond?

How do we assess students on this task?

What is a high-quality response to this task? (Useful for assessing students' understanding against the exemplar, suggests Peacock.)

What do I notice and wonder about the student work?

"You also want [your peers] to think about why students did things the way they did, as well as look at the nuances between their work," advises Peacock.

3. Notice and Wonders (5 minutes): Your peers discuss their observations, questions, and what they notice about how student knowledge was assessed-no judgement or interpretation. The point is to notice patterns, like, "A lot of students included a title," or "I notice that there are three different sets of numbers," says Peacock. The presenter is silent during this time, taking notes.

4. Analysis and Judgement (5 to 10 minutes): Peers discuss their assessment of the task and student work, as well as solutions for addressing issues. The presenter is again silent during this time, taking notes. "I feel like there's this profound vulnerability in being silent while your team looks at your work," reflects Carolina Riveros-Ruenes, a middle school ELA teacher. "It also enables you to focus on what people are saying because you're actively listening." (See The Power of Vulnerability in Professional Development.)

To guide the discussion, Jeff Heyck-Williams, the director of curriculum and instruction, suggests answering the following questions:

1. What does the student work tell me about student learning and thinking?

2. In general, at what stage are students in their understanding with the content?

3. What are next steps for teaching these students? What opportunities do they need to move their understanding and thinking from beginning to advanced?

4. Is there a student or a group of students that have only basic or novice understanding? If so, what reteaching or scaffolding needs to occur? In what ways can we break down the concepts or skills to support these students?

5. Is there a student or group of students that are advanced in their understanding? If so, what extensions need to be provided for them? How can they be challenged to deepen their thinking and understanding of the core concepts?

"We never say, 'These students got it. We'll just let them do whatever,'" emphasizes Peacock. "And we never say, 'These students were behind, but we need to move on.' It's always, 'How can we push the student, regardless of where they are?'"

5. Open discussion and suggestions (5 to 10 minutes): The presenter can join the discussion and answer questions. A lot of this discussion is centered around identifying and building on solutions, says Peacock:

What are the next steps that students need?

What is the confusion students have?

How can we dig deeper into this work?

When analyzing student work, Peacock advises sorting it by understanding: students who finished the task and didn't, students who mislabeled something, students who got something wrong. "We're able to look at specific groups of students and see who was inaccurate with their scale, who didn't have a very representative title, and what we need to do with them. We try to group students together so we can do differentiated, small-group instruction," says Peacock. "Other times, I'll get feedback based on a particular student. There were two students in particular who needed a lot more scaffolds and support in order for them to do the graph."

6. Debrief (5 minutes): Everyone can make one last comment about the student work-reflecting on a takeaway-relating to the classroom of the presenting teacher, their classroom, or school-wide.

How would you adapt this protocol to fit your school and needs?

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Choose work that your students haven't yet mastered so you can get feedback on how to best move forward. "We just started doing bar graphs with them last week," says Peacock. "The process of looking at work will help me as I'm planning the rest of this sequence of lessons."

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This link will take you to loads of protocols. Consider these for looking at student work: Atlas: Learning from Student Work; Collaborative Assessment Conference; Consultancy -- Adapted for Looking at Student Work; Describing Student Work; Examining Student Work; and Learning from Student Work.

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Protocols By Tag | New Protocols | Spanish Protocols | Portuguese Protocols | Protocols For Youth Engagement

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Supporting documents for looking at student work through a protocol

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Supporting documents for looking at student work through a protocol

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Getting the Most Out of Visiting a Colleagues Classroom

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Getting the Most Out of Visiting a Colleagues Classroom

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A podcast (and transcript) from Choice Literacy--outlines some of the benefits and the challenges of peer observation.

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Choice Literacy - Articles & Videos - Full Article

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The other thing we think that really helps is that the observation has three parts to it. One part is the observation, but before that observation there's a pre-brief, where the teacher gets to talk with the classroom teacher and really hear what's going to be happening in the room, and what's her thinking behind the lesson.

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Here is the link

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Peter Pappas developed the following taxonomy (http://peterpappas.com/2010/01/reflective-student-taxonomy-reflection-.html)