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Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

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Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices. Harmony Elementary. Session Norms. Observe confidentiality Speak and listen with respect Monitor air time Be here 100% Be open, welcoming, and receptive to new ideas Believe all is possible. - PowerPoint PPT Presentation

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Page 1: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Page 2: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Harmony Elementary

Page 3: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Session Norms

• Observe confidentiality• Speak and listen with respect• Monitor air time• Be here 100%• Be open, welcoming, and receptive to new

ideas• Believe all is possible

Page 4: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Jigsaw: Learning From Instructional Rounds

• Form six-member groups• Count off 1 – 6• Read your numbered section in article

(±5 minutes)• Summarize and share your section with

the group(±5 minutes)

Page 5: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Our Pre-work

Define the problem of practice– Looked at the data– Developed hypothesis– Planned for the transition from TAKS to

STAAR– Planned for increased rigor– Book study: Instructional Rounds in

Education: A Network Approach to Improving Teaching and Learning

Page 6: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Our Discovery/Focus: Round 1

The use of higher order questions.

Page 7: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

After Round 1:Refined Statement

After our last instructional round, we have discovered we are asking many questions; however, most of the questions we ask students are at the knowledge and comprehension level. In order for our students to develop and use reasoning skills to be successful in learning, we must understand and deliver rigorous units of study. At Harmony Elementary, we are looking at ways to increase the use of higher order questions and reasoning skills from our teachers and students.

Page 8: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Doing the Work

Page 9: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Choosing the staff for Instructional Round groups

• Volunteers vs Volun-TOLDS• Which classrooms will you observe?• Who’s going to go on the first round?

Who are your most positive people?Who is willing to grow and learn?Who will recommend their friends?

Page 10: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Provide Research Material: Options

• Do We Understand the STAAR Definition of Rigor and Depth? – Holly Duncan

• Learning from Instructional Rounds – Elizabeth A. City

• Classroom Questioning – Kathleen Cotton

• Bloom’s Taxonomy – Alice Wellington Rollins

• Instructional Rounds in Education – Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman & Lee Teitel

• Teach Like a Champion – Doug Lemov

Page 11: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Getting Ready: Set the Norms

Harmony’s example:• Use descriptive voice• Separate the person from the practice• Honor differences and accept where people are at• Reward openness• Focus on building the next level of work NOT

judging the current level of work• EVERYONE CAN IMPROVE

Page 12: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Getting Ready Part II: Set the Schedule

Harmony’s Example7:45 – 8:30 Teams going on the IR will meet in the

conference room to review the day’s procedure8:30 – 10:30 Rotations of 15** minutes in each

classroom w/built in break10:30 – 11:20 Teams meet back in the conference

room and begin to organize their data on chart tablets11:30 – 12:00 LUNCH12:00 – 1:30 Large group data organization1:30 – 2:00 Make inferences based on data2:00 – 2:45 Share out strategies/next steps for

Harmony

Page 13: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Getting Set: Set the Expectations During Observations

Harmony’s example:• Team members observe and may ask a few

students some questions about their learning.• Team members may not talk about observations

until back in the conference room• All observation notes stay with Mrs. Grams.• Use a descriptive voice.

Page 14: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

GO! Collect the Data

Harmony’s data collection instrument:Time observed: ___________________Grade level observed: ______________Subject observed: _________________

The students were:The teacher was:The task was:

Page 15: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Independent Data Analysis

• Each participant reviews their notes and generates 10 post-its of evidence to share with the group (teacher, student, task)

• Evidence is written to capture data collected across all visits (ex: 3/5 classrooms….)

Page 16: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

The Work Post ObservationsThis is where it gets tough…

• Independent data analysis:

1010 10

1010

10 10

10 10

10 10

10 10

10

10

Teams then compare post-its and select/write 10 post-its that capture evidence of the full team.

Page 17: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

The work continues

• Group Data Analysis: Affinity Diagramming

10

10

10

Patterns of Data:Trends

&Outliers

TeachersStudents

Tasks

Page 18: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Still the work…

• Inferences and Next Steps– Use the data to make inferences– When, where, and how can you share

information with the faculty?– How can the results of the Instructional

Rounds be purposefully be acted upon so that school improvement is realized?

Page 19: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Trends After 2nd Round

• Harmony’s Trends:– Station work is mostly at a

knowledge/comprehension level and some students could not explain their learning in stations

– Classroom procedures were apparent and in place as evidenced by time management and smooth transitions between whole group, small group, and stations.

– Observed higher order questions/activities in math and only identifiable in ELAR during comprehension as evidenced in making predictions/connections

Page 20: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

– Evidence of joint planning (vertical/horizontal)– Sporadic real-life connections from teacher and

students– Varied methods of instruction: whole group, small

group, stations, technology, and cooperative groups– Few students asked their own questions. They

mostly answered teacher-generated questions and when they did answer questions, they didn’t use complete sentences or academic vocabulary (except dual language), which created missed opportunities for extension of lessons

Page 21: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Post work: ACTION!

• Take action–What?–How?

• Monitor/Supervise

• Assess Growth• Celebrate• Start Again

Page 22: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Take Action:Commitment Forms (data meeting)

• Individual– The trend I know I do well is:– The trend I want to work on is:– I plan to:

• Team– The trend we want to work on is– We plan to:

Page 23: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Take Action:Staff Meeting

• Accountability Partners• Shared commitments• Jigsaw Teach Like a Champion (Lemov),

chapter 1• Observed each other over a period of a

month – 6 weeks

Page 24: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Trends: Round 3

• Without Apology (Teaching Like a Champion) technique was used in most (90%-95%) of classrooms

• In 21 out of 24 classrooms, a variety of graphic organizers are being used

• Real-life connections are evident in 11 out of 24 (46%) of classrooms

• Questions still remain in the mid to lower ranges of Blooms.

Page 25: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

• 13 out of 24 classroom teachers (54%) used a variety of strategies when calling on students. *The popcorn method was predominately used. (We, as a campus, need to define what the popcorn method looks like.)

• Students responded in complete sentences using academic and content vocabulary in 9 out of 24 classrooms (38%)

Page 26: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Post work: ACTION!

• Take action–What?–How?

• Monitor/Supervise

• Assess Growth• Celebrate• Start Again

Page 27: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Take Action:Developed after Round 3

• Question Walk-through Form:The Teacher…

1. Uses an appropriate mixture of questions (Bloom’s Taxonomy)

2. Phrases questions carefully, concisely, and clearly3. Addresses questions to the group then the individual4. Pauses to give students wait time5. Uses a variety of strategies when calling on students

(popsicle, choral, echo, individual/hands, popcorn, volunteer, think-pair-share, etc.)

6. Allows students to answer questions rather than the teacher answering her/his own questions

Page 28: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

• Question Walk-through Form:The students…1. Uses graphic organizers (First I would, Next

I would, Then I would, Thinking Maps, word banks, academic organizers)

2. Can explain their learning (stations/independent work)

3. Make real-life connections4. Use complete sentences when answering

questions (using academic and content vocabulary)

Page 29: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Take Action After 4th Round: CO Team

AddedThe teacher uses the following strategies as listed in Teach Like a

Champion (Lemov)1. No opt out2. Right is right3. Stretch it4. Format matters5. Without apology6. There is evidence of using preplanned questions

**Comments: Student Work (level of rigor)Remember UnderstandApply AnalyzeEvaluate Create (synthesis)

Page 30: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

What’s next for Harmony:2012-2013 School Year

• Two formal rounds this year

• Added 2 curriculum coaches (who are classroom teachers)

• Identified curricular areas to focus on in addition to higher order questioning

• Continued professional development in content areas

• Continuing growth in small group instruction

• Continuing developing highly engaging & differentiated environments

Page 31: Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices

Questions