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? |

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|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. | |

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|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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