Barnes-Session 10: Learning Walk

Barnes-Session 10: Learning Walk

Barnes-Session 10: Learning Walk

Learning Walk- Often times due to our busy schedules, it can be difficult for teachers to observe each other. However, when given the opportunity to do so, it can be very beneficial. For this task, observe three of your colleagues for at least 15 minutes each. Complete a two paragraph summary describing what you observed, and how you can use your findings to improve your own instruction. If you have a mentee, I'd highly recommend taking him/her on your learning walk.

During my learning walk, I was able to visit 3 classrooms in my building. The first, was a third grade math classroom. During this time, I witnessed the teacher running small groups focusing on acceleration with students who needed challenge, and also working with students who needed re-teach. While this was going on, other students were completing centers such as games, partner activities, and self-checking activities. This classroom was unique as it has alternative seating choices. Students were able to move about the room freely, and never once misused the materials or seating they were provided. One of the take-aways from this room was how well the teacher had established routines and expectations. Thinking forward to next year, I would be interested in trying to integrate more alternative seating arrangements. Teaching students how to utilize the materials appropriately will be essential in order for it to be successful.

The second classroom that I observed was a first grade classroom focusing on guided reading time. While the teacher worked at the back table with her guided reading group, other students were engaged in must-do activities and free-write journaling on their own. While observing, students who had questions quietly asked other students for support and were clearly able to use the “ask three before me” strategy. The teacher was able to utilize her time fully because she was not interrupted during instruction. This teacher also had a light at her back table that was on which meant, “please do not disturb.” These practices were clearly established, and the teacher was able to utilize her time and transitions to their fullest. After visiting this room, one of the take aways that I will be integrating next year, is working with students at the third grade level on integrating free-writing during guided reading time. So often, we get so caught up in assignment writing, that we forget to allow students to develop their creativity in writing. Guided reading rotations would be a great time to integrate this practice.

The final classroom that I observed was a fifth grade classroom during their ELA block. During this time, the teacher was completing shared learning and students were then provided with a collaborative activity that they needed to complete while the teacher worked with students in various pathways. Students engaged in collaborative conversation using talking stems, and engaging in appropriate collaborative discussions. Students knew the responsibilities that they had within their groups and did not spend time arguing over who had which responsibility. One of the most valuable pieces of this lesson was how seamlessly students were able to utilize the talking stems that they had been taught. This is something that I will be utilizing more in my classroom next year. I already utilize talking stems, but putting more of a focus on this will allow students to apply them more consistently.

Having this experience was truly valuable as it has allowed me to determine better practices for my classroom next year.