Internal Learning Walk Debrief: Classroom Observations by Linda Cargile

Math/Science Observations

lcargile2 — 2024-10-14 17:57:37 UTC

Teacher uplifting student voice
Teacher tapping in to PK (prior knowledge)
Teacher utilizing academic vocabulary
A lot of active participation (teacher asking student questions)
Teacher as a facilitator of learning
Teacher putting cognitive demand on students
Teachers planning with a purpose (student and teacher material supplied either electronically or on paper
Teacher using Elements of Depth & Complexity to frame questions for learning
Teacher questioning techniques- randomization of student responses to engage all students

positive affirmations

rfast5 — 2024-10-15 19:54:57 UTC

History

2024-10-15 19:54:57 UTC

Chunking video, stopped at times to check for understanding

Students doing majority of academic work

rfast5 — 2024-10-15 19:55:20 UTC

Collaborative discussions in math

rfast5 — 2024-10-15 19:55:28 UTC

Math: Some students explaining as they were writing; helping each other and asking adults to check

rfast5 — 2024-10-15 19:55:48 UTC

Saying math steps out loud

rfast5 — 2024-10-15 19:55:56 UTC

Math: Sometimes students were taking over but teacher re-directed group

rfast5 — 2024-10-15 19:56:12 UTC

What additional scaffolds can be added for more students to access task/curriculum.

2024-10-15 19:57:51 UTC

Proximity of teachers

2024-10-15 19:58:51 UTC

Teachers circulating room and checking/helping on students

Math: Materials were prepared; questions were ready

rfast5 — 2024-10-15 19:59:17 UTC

Math: Knew how and when to ask questions

rfast5 — 2024-10-15 19:59:35 UTC

Using Non-permanent vertical surfaces for working

rfast5 — 2024-10-15 20:00:05 UTC

Math/Science Observations

lcargile2 — 2024-10-15 20:00:08 UTC

Students had a purpose for using the different colors for note taking (annotations)
Students answered and submitted questions verbally and electronically
All student voices heard through submission of work and through responses from teacher questions
Students participating in collaborative conversations and inquiry questions
Students were utilizing PK from previous input (videos, notes) to synthesize/analyze findings

Math: How do you help/re-direct students who are not participating?

rfast5 — 2024-10-15 20:01:06 UTC

ELA/History

2024-10-15 20:01:37 UTC

One teacher was moving around the room monitoring students and engaging with them.

Two teachers were using the Depth and Complexity Icons

Learning Targets were posted in every room.

Teacher was probing for more information during student discussions

Meaningful teacher talk happening in regards to student probing and synthesis

Grouping

rfast5 — 2024-10-15 20:02:28 UTC

Math: In Building Thinking Classrooms, do teachers ever intentionally group students by ability?

Student interest

2024-10-15 20:04:49 UTC

Application of student selection topic for declaring independence from...

Building Thinking Classrooms got kids up and thinking!

rfast5 — 2024-10-15 20:04:51 UTC

ELA/History

2024-10-15 20:07:39 UTC

Students were respectful of the learning environment

Students were owning their learning

Students were working in discussion teams

Students were intentional with their questions with each other

Students were mostly doing the majority of the academic work

Most students were prepared for the lesson with materials.

Math:

rfast5 — 2024-10-15 20:07:53 UTC

Very planned, prepped, sentence stems, teaching vocabulary, modeling using the Document Camera, Together-alone- together- guided practice; exit ticket for Closure

Science/Math

lcargile2 — 2024-10-15 20:08:04 UTC

We saw evidence of students "thinking like scientist/doctor"-inquiry questions/phenomenon based lesson
We saw that a teacher had a definitive structure for pair and collaborative conversations
We saw that a teacher utilized the Elements of Depth and Complexity to generate questions for students
Scaffolds for notetaking/annotations were utilized in math class
Teacher as a facilitator of learning through inquiry driven questions and putting cognitive demand on the students
Teacher using accountability structures for group- Group Signs/Code of Conduct and then use of a timer for group work

Collaboration

2024-10-15 20:09:13 UTC

After collecting facts from video notes, do students have an opportunity to collaborate, compare notes, and consolidate thoughts?

Using cues: Doorbell Sound

rfast5 — 2024-10-15 20:09:30 UTC

Very calming, used as teaching tool

Walking around, checking for understanding

rfast5 — 2024-10-15 20:09:49 UTC

Math: Talk moves

rfast5 — 2024-10-15 20:10:46 UTC

Depth & Complexity Prompts

2024-10-15 20:11:17 UTC

How can teachers use D & C prompts on a regular basis to focus student thinking/writing.

There was a definite "Classroom culture" of supporting each other and asking for help when needed

rfast5 — 2024-10-15 20:11:43 UTC

ELA/History

2024-10-15 20:14:09 UTC

Students were respecting the materials and using them appropriately

Students were on task with their work

Text was offered in a variety of modalities

Students were given materials if unable to provide their own materials (novels)

Offering challenging questions

rfast5 — 2024-10-15 20:14:15 UTC

Teachers offered a "harder" question in the guided practice, teacher gave cues and clues to support students with this question

Participation/on task

2024-10-15 20:14:27 UTC

Students were on task, some were done.

Excitement for exit tickets

rfast5 — 2024-10-15 20:14:30 UTC

Using Academic Vocabulary intentionally

rfast5 — 2024-10-15 20:15:49 UTC

sum, difference, order of operations, coefficient, ...

Science/Math

lcargile2 — 2024-10-15 20:18:49 UTC

What supports/training are we providing for co-teachers and instructional aides regarding working with a teacher and how to support students in classrooms?
Student questions- to what extent is teacher calling on students to hold all accountable/randomization as opposed to taking student volunteers
Learning Target-- what is the school wide expectation for a learning target/intentions? We didn't notice uniform/visible learning targets across classrooms. We saw learning agendas, what/why/how-- which one are we using as a student

U2: Equitable Instruction

2024-10-15 20:19:56 UTC

How are students being asked to examine social and politcal issues in history.

Learning Targets

rfast5 — 2024-10-15 20:21:09 UTC

Are we giving students the purpose for learning? Is there a "Rogers way" of writing a target?

Wonderings

2024-10-15 20:27:57 UTC

If/How has our staff addressed implicit bias within staff members

What does co-planning look like at Rogers?

For the kids who dropped on the SBAC, why?

How are we making sure that everyone is participating in the work?

U2 practice 2.4

2024-10-15 20:29:39 UTC

How can we ensure more active participation; refine connections through further questioning and analysis?

Collaborative Conversations

2024-10-15 20:36:22 UTC

How can teachers plan for structured collaborative conversations to help stuents build conceptual understanding, knowledge transfer, in-depth understanding.

Learning Intentions

2024-10-15 20:41:45 UTC

Where do learning intentions live for students to access before, during, and after the lesson?

Math - Awesome lesson plan: Input, modeling, checking for understanding in MULTIPLE ways, group practice, independent practice, and a very thoughtful closure/exit ticket. Kudos!

rfast5 — 2024-10-16 23:20:04 UTC