Five Minute Walk-Throughs - University of Oregon
Five Minute Walk-Throughs
Instructor Date/Time Subject
← Large Group ( Group Performance Level
← Small Group - ( Program
# in group
← Other:
Notes:
Positives/Glows:
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Polisher/Grow Next steps….
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|Scenario |Guidelines |Examples |
|When you want to share a |Describe the positive skill or behavior you saw |“I saw/noticed” or “You (insert verb phrase)” |
|positive |Provide a rationale as to why/how that skill promotes or |“Practicing with partners engages everyone & |
| |supports student learning |supports student learning.” |
| |Make statements affirming, but not overdone |Avoid “Wow, that was awesome” |
| |Avoid evaluative statements or implied value judgments |Avoid “I like” or “I like the way…” |
| | |Would you be willing to share ____with others? |
| | | |
|When you want the teacher |Provide a reflective prompt |I noticed…how would/what do you think… (avoid |
|to reflect | |“why”) |
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|When you want to make a |Offer affirmation |I noticed…which…. |
|suggestion |Offer rationale for the suggestion |When I ….. I saw/did….. |
| |Offer context and situation for suggestion |Here’s what it looks like |
| |Teach the concept or skill in the suggestion |What do you think? Is that something that may work|
| |Invite feedback, clarification on suggestion |for you? |
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|When you need to be more |Be more directive – but do it in a constructive manner which |Our non-negotiables say….. |
|directive |preserves the trust relationship on which the walk-through |Students would benefit from… |
| |model is based. | |
| | | |
|When you have an idea to |If it seems appropriate ask the teacher to reflect on the idea |One thing that occurred to me…what do you think |
|try |with you or to try it out and give you feedback. |about that? |
| | |Try it out and let me know how it goes, what you |
| | |think, etc. |
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|When there is nothing you |Ask the teacher to reflect on his/her own practice. |Tell me one positive thing about |
|can think of to comment on |Connect the teacher with another skilled colleague. |What’s going well in ….? |
| | |Would you be willing to talk with….about how |
| | |s/he…..? |
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|The class is in transition.|Notice the structure and length of the transition |The students transitioned to…and it only took |
| |Possibly comment on teacher management of transition. |them… |
| | |You said…and the students…. |
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|Class hasn’t started or is |Notice the structure of the setting; how is this time used? |I noticed that the student know the procedures and|
|over when you enter. |Possibly comment on teacher management of student behavior |that will help them to… |
| |“outside the bell.” | |
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|When you encounter teacher |Depersonalize the feedback with data |Lets look a the data… |
|resistance |Appeal to core values (mission/vision statement) |Our goals are….and…. |
| |Check your style – is it constructive & empowering or critical | |
| |& evaluative? | |
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|When you have a serious |This situation is outside the instructional walk-through | |
|concern about what you have|process. Intervene as soon as possible to address the concern. | |
|seen | | |
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What to look for: ( Active engagement of all students. ( High expectations. ( Materials organized & readily available
( Modeling of instructional tasks ( Explicit instruction ( Engagement of students in activities
( Multiple chances to practice tasks ( Corrective feedback ( Encouragement
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