Ryan T. Monaghan, Ed.D. Owen J. Roberts School District Fall, 2013

HS ELA Learning Walk Feedback 10-7-13

To better understand:

• How curriculum, instruction, and professional development efforts are implemented across levels based on prior goals and initiatives(mainly 9-10 for this first visit).

• Instructional consistency and curriculum coherence in grades 7-12 (ultimately K-12).

• How to provide professional development resources for the HS Department for the purpose of increasing student achievement.

Purpose of the Learning Walk

In order to note how previous PD efforts and instructional expectations are utilized, the following were areas of focus for the visit:

• Use of text-based questions (TBQ)

• Technology Integration

• Expectations for Learning

• Student Engagement

• Cornell Notes

• Students Formulating Questions

• Writing Mini-Lessons on Craft & Structure

Focus for the Learning Walk

Notes of Observed Effective Practice in the HS

Cornell Notes was the primary method used for students in all classes.

Tutorial Link (It is nonfiction, but it can be used in any text): http://www.youtube.com/watch?v=1iolZMTGUpw

Why Take Them Example of How to Structure

Cornell Notes

In several classrooms, students worked in pairs or groups to discuss author’s ideas, key words, and use of syntax/vocabulary to reveal the larger, and sometimes more complex, intended message(s). Students were active and cognitively engaged with the content of study in the student-to-student interactions.

Sample Lesson Click Here

Sample Active Engagement Strategies Observed:

• Think/Pair/Share to learn about the omniscient and disingenuous narrator

• Small group discussions

• Turn & talk

• Peer editing of writing

Active Student Engagement

Students work in groups and select various projects, modes, and/or focus of study in order to demonstrate learning.

Example:

• Students used Of Mice and Men to explore character development/interaction of characters to advance the plot, effect of setting on the plot, and theme(s) from the text using TBQ.

• Students chose one of the topics above, their group, and their presentation mode to demonstrate the learning.

Differentiated TBQ Analysis

• For peer editing, students were given a model to show (not just tell) students how to best give constructive feedback.

• For a classroom bell ringer, one teacher shared a model TBQ response with students to make the learning clear.

• For writing a text-based response, one teacher used the document camera to show how to pull out text-based evidence with Close Reading of the text.

• Assessment rubrics were given to students before completing the text-based constructed response.

Clear Expectations with the Use of Modeling and Examples

In many classes, students were required to carry an independent reading text at all times. Considering this was a department initiative several years ago, it is effective to continue with this school-wide effort.

A Focus on Promoting Independent Reading

Synthesis of Multiple Texts

• Teachers had students synthesizing several short stories with Cornell Notes and Text-Based Questions to develop higher level thinking and application of skills across texts.

Staff Collaboration

• In some cases, it was clear that teachers at the same course level are collaborating on content and instructional approaches for the benefit of students having similar experiences in each of their classes.

Other Observations

It was a pleasure to be in your classrooms last week, and I look forward to future visits. Your work provided me with the opportunity to ask Dawn some great questions that are useful in planning. Some other notes to consider:

• Future learning walks will be scheduled for Grades 11 & 12 for the same purpose, and I will schedule these with you in advance.

• There may be times I will informally drop-in. I will also let you know in advance as these occur, but there may not always be a set “schedule” rather a “look-for” (e.g., Bell Ringers, etc.).

• For teacher on direct supervision, these are usually unannounced; however, I like to focus the observations to give you specific feedback you may be seeking from me.

• As always, thank you or the opportunity to learn from you, and to help build a strong K-12 ELA Program in OJR.

Final Thoughts