o EVIDENCE OF ONE SET OF VOCABULARY THROUGH THE
TOOL BOOK ACTIVITIES
o TRY TO LOOK FOR “NON-CODE” ACTIVITIES
COMPARE AND CONTRAST
o DESCRIBE (CRITERIA)
o COMPARE (GRAPHIC ORGANIZERS)
o CONCLUDE (SYNTHESIS)
o APPLY (NEW APPLICATION… OPEN RESPONSE, ETC)
BEFORE YOU BEGIN:
DISCUSS LIST WITH PARTNER YOUR FOCUS
CHOOSE YOUR LOOK-FORS
FILL OUT OBSERVATION FORM ON THE LEFT SIDE
REMEMBER TO RECORD ALL INFORMATION ABOUT WHO YOU ARE
OBSERVING (DATE, TIME, DURATION, ROOM, CLASS)
AFTER EACH OBSERVATION HAVE BRIEF DISCUSSION ON WHAT WAS
ONCE COMPLETE RETURN FORMS TO GROUP LEADER
LEARNING WALK DEBRIEF
Once the walkers have completed their classroom visits, the team sits down, examines the
data collected, and assesses the progress of the school as a whole in meeting the
established criteria. The team addresses three questions:
1. What evidence is there that says we are meeting the criteria?
2. What is missing, or what do we need more of?
3. What did we see that is contrary to what we know is best practice?
Reflect, Assess, and Adapt
The principal shares the data collected during the Learning Walks conducted by the
Instructional Learning Teams (learning clubs). The school discusses the findings and
assesses progress. The staff discusses the following questions related to the school focus:
1. Where are we?
2. Where do we want to be?
3. What are our next steps?
A focus and date for the next instructional learning walk is established, criteria is
generated by the staff for the learning walk, and teachers return to the implementation
stage. The cycle of the learning walk begins again.