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    Learning Walk Note Catcher

    Uploaded by

    Chip Chase
    The document summarizes observations from a cross-campus learning walk to examine rigor and independence across grade levels. Evidence was seen of students applying higher-order thinking skills like analysis, evaluation and creation in their work. Students were also observed asking critical thinking questions, transferring skills to new contexts, revising work, and using professional tools. Teachers were seen differentiating instruction, modifying tasks to support access, asking inquiry-based questions, and providing specific feedback to promote student independence and self-assessment. The learning walk included observations of 4th-5th grade writing classes, 9th grade algebra and world history, 8th grade classes, 9th grade biology, AP human geography, senior seminar, AP calculus, and pre

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    Learning Walk Note Catcher

    Uploaded by

    Chip Chase
    344 views3 pages
    The document summarizes observations from a cross-campus learning walk to examine rigor and independence across grade levels. Evidence was seen of students applying higher-order thinking skills like analysis, evaluation and creation in their work. Students were also observed asking critical thinking questions, transferring skills to new contexts, revising work, and using professional tools. Teachers were seen differentiating instruction, modifying tasks to support access, asking inquiry-based questions, and providing specific feedback to promote student independence and self-assessment. The learning walk included observations of 4th-5th grade writing classes, 9th grade algebra and world history, 8th grade classes, 9th grade biology, AP human geography, senior seminar, AP calculus, and pre

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    Learning Walk notes

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    The document summarizes observations from a cross-campus learning walk to examine rigor and independence across grade levels. Evidence was seen of students applying higher-order thinking skills like analysis, evaluation and creation in their work. Students were also observed asking critical thinking questions, transferring skills to new contexts, revising work, and using professional tools. Teachers were seen differentiating instruction, modifying tasks to support access, asking inquiry-based questions, and providing specific feedback to promote student independence and self-assessment. The learning walk included observations of 4th-5th grade writing classes, 9th grade algebra and world history, 8th grade classes, 9th grade biology, AP human geography, senior seminar, AP calculus, and pre

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    344 views3 pages

    Learning Walk Note Catcher

    Uploaded by

    Chip Chase
    The document summarizes observations from a cross-campus learning walk to examine rigor and independence across grade levels. Evidence was seen of students applying higher-order thinking skills like analysis, evaluation and creation in their work. Students were also observed asking critical thinking questions, transferring skills to new contexts, revising work, and using professional tools. Teachers were seen differentiating instruction, modifying tasks to support access, asking inquiry-based questions, and providing specific feedback to promote student independence and self-assessment. The learning walk included observations of 4th-5th grade writing classes, 9th grade algebra and world history, 8th grade classes, 9th grade biology, AP human geography, senior seminar, AP calculus, and pre

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    of 3

    Cross

    Campus Learning Walk


    December 5, 2014

    Guiding Question: What do rigor and independence currently look like across campuses?

    Evidence in classroom climate/student engagement:

    Students are applying, analyzing, evaluating, creating


    Students ask questions that promote critical thinking/inquiry
    Students transfer understanding/strategies to new contexts
    Students work on multiple drafts
    Students use professional tools and materials

    Evidence in classroom structures/teacher support:

    1:15
    th
    4 grade- Writing
    Korinek/Duane
    (Rm.104)

    1:20
    th
    4 grade- Writing
    Murphy/McNamee
    (Rm. 120)


    1:30
    th
    5 grade
    Bronson (rm. 205)


    1:35
    th
    5 grade
    Villaflor (rm. 208)

    1:45
    th
    9 grade: Algebra
    Mr. Herchold

    1:50
    th
    9 -World History I
    Ms. Wassan

    Transition to MS

    Teachers differentiate instruction to allow for all students the


    opportunity to access content and work independently
    Teachers modify materials, tasks, projects, and products
    Teachers ask questions that promote critical thinking/inquiry
    Teachers provide specific feedback that supports student independence
    with self-assessment, revision, and describing learning.

    Transition to HS

    Transition to MS
    2:00
    th
    8 grade
    McClorey (rm. 223)


    2:05
    th
    8 grade
    Jackson (rm. 226)

    2:10
    th
    9 grade: Biology
    Mrs. Schroeter


    2:15
    th
    th
    11 /12 - AP Hum/Geo
    Ms. Moye


    2:20
    Senior Seminar
    Mr. Sybenga


    2:30
    AP Calculus
    Ms. Penn

    2:45
    PK- Centers/Journaling



    2:50
    PK- Centers/Journaling


    Transition to HS

    Transition to LS

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