Learning Walks

1. Learning Walks Well crafted questions create your future

2. In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs. (e5 Instructional Model, DEECD, 2009)

3. Using the Data • What are some of the positive themes you have observed? • Was there anything that you encountered that was not expected?

4. Reflecting on the Tool • What do you believe are the essential elements of effective learning walks? • What are the desired outcomes from conducting learning walks? • How often should they occur?

6. Drucker said, “The truly dangerous thing is asking the wrong questions.” • When leaders ask questions they establish, limit, and maintain focus. • http://www.youtube.com/watch?feature=player_embedded&v=mBNSm56A1-c • http://www.awarenesstest.co.uk/

7. Questions control perceptions. • Tal Ben-Shahar, author and speaker at the World Business Form 2011 said, “Questions create reality by defining reality.” • Wrong questions deliver wrong answers that create wrong trajectories. Tal asked, “What if the only thing you ask is about what doesn’t work?” - What went wrong? - What isn’t working? - What do we need to fix?

8. Questions are Statements • Leaders tell others what matters by the questions they ask. Each question below contains statements. 1. How are you? 2. What are you working on? 3. How can I help?

9. “Unguided passion and a misguided pursuit of excellence may motivate you to ask dead-end questions that create negative focus.” Dan Rockwell A comparison: • “What should you have done,” is a backward facing criticism. Should have’s belittle sincere effort and past wisdom.

10. Stupid “why” questions: • Asking why someone did something suggests there’s a good reason. Why did you hit your sister? Why did you throw a rock through the window? • A better question in this context would be…?

11. Well crafted questions… • Create your future. • Establish, limit and maintain focus. • Create reality by defining reality. • Tells others what matters. • Create a positive focus.

12. Providing Feedback How do we give feedback to support reflection and or change to practice?

13. Where we are at Term 4 2011 6 - 18month strategy 2012 – Planning and focus

14. Phillip Holmes Smith www.sreams.com.au Using Naplan data as an example of to use data to inform instruction 1.Writing criteria Report 2. Marking Rubric 3. Response Report

15. The Writing Criteria Report Choose “Writing Criteria Report” Click on “Preview Report” to view results

16. The Writing Criteria Report School State The report makes little sense without understanding how the writing task is marked against the “Writing Marking Guide”

17. The Writing Marking Rubric Click here to download the Writing Marking Rubric

18. The Writing Marking Rubric

23. The Writing Marking Rubric

25. Our schools – a closer look Text structure (0 – 4) In this school about 38% received a score of 1 but the majority 59%received 2. To improve the teachers need to move the 1s to 2 and the 2s to 3!

26. Text Structures Skill focus: The organisation of the structural components of a persuasive text (introduction, body and conclusion) into an appropriate and effective text structure.

27. What do we suggest that this teacher or teachers do to support these students?

28. The Student Response Report(Writing Test – by criteria) Choose “Student Response Report” Choose “Writing Test – by criteria”

29. The Student Response Report (Writing)