CDDRE Walk-Through

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Phoenix I Elementary School District No. 1
Learning Walk Descriptors

The Learning Walk Protocol is a data collection tool for classroom instruction. Each classroom
observation is 3 to 5 minutes. The data is collected to discover and discuss school patterns and
trends for instructional practice. The data may be disaggregated by whole school, grade level,
primary grades, intermediate grades, and middle/jr. high. The data from the Learning Walk
observation is not intended for individual teacher evaluation. Follow-up training and coaching
may occur based on school patterns and trends.

For each observation area, the protocol observes the most salient item.
Saliency: the quality of being particularly important or striking;
 For example: 4 out of 5 people are wearing red. One person is wearing yellow. Red is the
most salient color. Does that make red good or bad? No, it is only the most salient.
 What is the most salient or prevalent area that surfaces during the time of the learning
walk observation?

Instructional Delivery
What is the most salient?
One is preferred; however, you may select no more than 2.
If you do not observe a descriptor, leave it blank

DI: Direct Instruction:
 Teacher is providing academic instruction to students.
 This does not include instruction for behavior or management issues.
 1:1 direct instruction may not be the most salient delivery method during the time of the
observation. This may be included in the notes.

M: Modeling
 Teacher provides a model or guide for students to show what they want students to do or
complete.

GP: Guided Practice
 Teachers lead students (or small groups) in a guided practice of concepts previously
taught.
 Students are practicing concepts.

CU Checks Understanding
 Teacher checks that all students understand concepts taught through TPR, oral response,
white boards with written responses shown, or other methods which can be seen.

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Phoenix I Elementary School District No. 1
Learning Walk Descriptors

Instructional Delivery continued:

MA: Monitors/Adjusts
 Teacher monitors the lesson and adjusts as necessary so that students understand
concepts.
 Adjust is key word – if a lesson is monitored, but instructions not adjusted based on
monitoring, it would not be coded MA.

IP: Independent Practice
 Students are provided time to practice previously taught concepts independently.
 If viewing independent practice are the students indeed on task completing the
assignment vs. off task talking, not participating etc.?
 Copying information is not considered independent practice.

Ce: Free Choice/Centers
 Free Choice/Centers are academic in nature. There is an intended purpose or language
objective.
 Students are working in small groups in free choice activities and/or centers.

C: Closure
 The teacher summarizes the lesson and provides closure to the students over concepts
presented.

SR: Systematic Review
 Teacher review concepts taught in a systematic way which is evidenced by date, time,
concept or subject.

A: Assessment
 Students’ knowledge about a concept is being tested orally, in writing or by a
performance.
 1:1 assessment may not be the most salient delivery method during the time of the
observation. This may be included in the notes.

TR: Transition
 Activities such as getting out materials; changing subjects, etc.
 If the transition happens quickly, this may not be the most salient for delivery.

Reference for Instructional Planning:
Book: Classroom Instruction that Works by Robert J. Marzano, Debra J. Pickering and Jane E.
Pollock. Chapter 12: Using the Nine Categories in Instructional Planning

NC: No Code Possible
 No Instructional Delivery is occurring in the above categories.

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Phoenix I Elementary School District No. 1
Learning Walk Descriptors

Student Engagement/Product
What is the most salient?
One is preferred; however, you may select no more than 2.
If you do not observe a descriptor, leave it blank

ENGAGED TIME: refers to portions of time during which students are paying attention to a
learning task and attempting to learn. This excludes time spent socializing, daydreaming,
engaging in antisocial behavior, etc. During the observation, indicate the evidence to support
cognitive engagement of students.

Quality of Academic Engagement: students spend time working on tasks at an appropriate level
of difficulty for them and experiencing high levels of success (excludes time spent engaged in
tasks which are too easy or too difficult).

Students are:
1. Engaged in stated objectives (alignment)
 Activities in classroom are aligned to posted/stated objectives.
 For posted or observed objective: Is it an “objective” vs. an activity?
 Level of rigor – is the rigor of the objective appropriate to the grade? Students are
engaged with material that is at an appropriate level of rigor for the grade.
 Does the objective align to state standards for that grade?
 Are the students engaged in an activity that aligns to this objective?
(ex: objective states today will we learn about multiple meanings and pupils are
participating in an activity with multiple meanings vs. homonyms)

2. Responding to teacher questions
 Students respond to teacher questions (beyond the recall level).
 Do all students have opportunities to respond? (Thumbs up/down, discuss with your
partner, white boards that are held up, etc.)
 85% student engagement does not occur when teacher asks questions to the group,
students raise hands and individual students are called upon to give an answer (a small
amount of students respond to the questions during the time of the learning walk
observation).

3. Following teacher directions (mandatory)
 Students do what the teacher tells them to do.
 Instructional directions vs. management or behavior directions
 Are they engaged in directed task or in alternative activity?
 Instructional directions are clearly stated and students do what is asked.
 If directions aren’t followed, teacher doesn’t let them off the hook and ensures students
do what is asked
 Expectations for student performance for instructional activities are clear.

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Phoenix I Elementary School District No. 1
Learning Walk Descriptors

Student Engagement Continued:

4. Actively participating in whole group discussions
 All students interact with one another and the teacher is leading a group discussion.
 85% of the students, 100% of the time.

5. Working in cooperative groups to complete the assigned tasks
 All students have roles in cooperative groups and complete their tasks.
 Working in teams, discussing the task. If students are sitting in groups, are they
discussing the task? (vs. sitting in a group and working independently, discussing items
other than the assignment, etc)
 Is there individually accountability built in to ensure all members of the group complete
the task?
 Is feedback built in lesson to ensure task is completed?
 Cooperative groups can be as small as a 2 students partnering to complete a task.

6. Working silently to complete the assigned tasks
 Students work on assignments without speaking.

7. Writing responses/performance demonstration
 Students write responses, expanded, dependent upon students’ language abilities.
 Students are using manipulatives to demonstrate knowledge.

8. Completing a worksheet, board work
 Workbook pages; worksheets; board work or transparencies
 Completing a written assessment, test
 If viewing independent practice are the students indeed on task completing the
assignment vs. off task talking, not participating etc.?

9. Listening to teacher direct instruction
 Teacher has ways for students to show they are listening.
 Are questioning strategies placed intermittently to ensure students are indeed listening?
 Is feedback provided to teacher in some way to ensure comprehension of direct
instruction?

10. Verbalizing understanding of stated objectives (tell me what you are doing/learning and
why)
 Students can say what they are doing and why.
 The only way to determine this indicator is to talk to students.

11. No Code Possible
 Students are not engaged in any of the above products.

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Phoenix I Elementary School District No. 1
Learning Walk Descriptors

Quality of Engagement (Bloom’s Taxonomy)
What is the most salient?
One is preferred; however, you may select no more than 2.
If you do not observe a descriptor, leave it blank

Quality of Engagement is observing the level of thinking required for the student performance: to
include looking at the level of questions that the teacher is asking them.

1. Knowledge (Remembering) – The easiest level. Students should be able to recall or
recognize information, ideas, and principles in the approximate form in which they are
learned.
 What do you remember about__________________?
 How would you define/identify/recognize____________?
 Describe what happens when______________?

2. Comprehension (Understanding) – Students should be able to understand the main idea of
material heard, viewed, or read and interpret or summarize the ideas in their own words.
 How would you compare__________________? Contrast________?
 What can you infer from____________?
 Will you restate______________?

3. Application (Applying) – Students should be able to apply an abstract idea in a concrete
situation to solve a problem or relate it to prior experience.
 How would you present__________________?
 Why does____________work?
 What would the result be if______________?
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Higher Level of Engagement
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4. Analysis (Analyzing) – Students should be able to break down a concept or idea into parts
and show relationships among the parts.
 How can you classify________ according to __________?
 Discuss the pros and cons of___________?
 What explanation do you have for____________?

5. Evaluation (Evaluating) – Students should be able to make informed judgments about the
value of ideas or materials and use standards and criteria to support opinions and views.
 How would you determine the facts__________________?
 What is your opinion of____________?
 What information would you use to prioritize______________?

6. Synthesis (Creating) – Students should be able to bring together parts (elements,
compounds) of knowledge to form a whole and build relationships for new situations.
 What could you invent__________________?
 What alternative would you suggest for____________?
 Predict the outcome if______________?

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Phoenix I Elementary School District No. 1
Learning Walk Descriptors

Instructional Strategies
What is the most salient?
One is preferred; however, you may select no more than 2.
If you do not observe a descriptor, leave it blank

1. SIOP Strategies – see SIOP protocol
1a. Preparation
1b. Building Background
1c. Strategies (scaffolding/questioning)
1d. Comprehensible Input
1e. Interaction
1f. Practice and Application

The next three strategies are from: Classroom Instruction that Works by Robert J. Marzano,
Debra J. Pickering and Jane E. Pollock.

2. Identifies similarities and differences
 Students are able to identify similarities and differences in a written, oral or
performance demonstrations; analogies.
 Are graphic organizers (such as venn diagrams, comparison matrix, etc) used by
teacher or students to make comparisons, organize classifications, and construct
metaphors and analogies? (see book, page 13-28 for examples)

3. Summarizing and note taking
 Students are able to summarize information/concepts. Students are able to take notes
about concepts/information presented
 Is a summarization strategy evident? Can students identify the steps of a
summarization strategy?
 Are summary frames being used to teach summarization concepts? (see book, pages
34-41)
 Is there evidence of reciprocal teaching (summarizing, questioning, clarifying, and
predicting) to develop summaries. (book, pages 42-43)
 Are there teacher prepared notes and/ or is there evidence of informal outlines,
webbing to model and teach note-taking?(book, page 45-48)

4. Reinforcing effort and providing recognition
 Teachers provide students with positive reinforcement.
 Instruction on effort is present. There is a system in place to track effort and
achievement.
 Effective praise (see book, page 56) is used throughout the observation. A Pause,
prompt and praise strategy may be used. (p. 58)

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