Learning walks highlights

Learning walks highlights

During the month of September and the first week of October, Mr Andrew and I engaged in an experience called ‘Learning Walks’. This task consists of sitting at a class and pay attention at everything that takes place. After sitting at a class, teachers who participate in the learning walk share their insights on what they observed, heard, and wondered. Thus, a summary is prepared and shared with the teacher whose clas was observed.

Participating in learning walks has allowed me to experience reflection in various forms: as I observe and listen; as I share my views with my co-observer; and as I process information when I type my report. The dialogue that emerges upon each observations is, possibly, the highlight of the experience, as it gives me the opportunity to exchange perspectives, and to see how new inquiries arise as points of view are shared.

Thus, as I look back at this journey, there are several highlights that I consider the whole QAIS community should be aware of and celebrate. Teachers who are doing this must definitely take ownership of their achievements and keep up the good work.

Learning walks highlights:

  • Some teachers have displayed outstanding examples of how a varied array of tasks can be carried out in the class in order to cater to different learning styles.
  • Some teachers have very strong skills to use the comments students make to deepen inquiry.
  • Some teachers have very engaging routines that help students operate in the class, and to understand the role(s) they have to play in specific activities.
  • Some teachers have completely moved away from worksheets and activities that just promote ‘busy work’ and engage students in deep thinking activities.
  • Some teachers displayed strong skills in using unstructured learning scenarios to engage in dialogue with students about their learning.
  • Some teachers show strong and consistent aware of being language teachers by supporting students with vocabulary and structures that can be employed in class while speaking or writing.
  • Some teachers have reduced their teaching talking time and have generated more room for students to engage in dialogue.
  • Some teachers do an excellent job of supporting concepts and language with visuals.
  • Some teachers manage the energy of the room through a calm and controlled presence.
  • A few teachers have displayed a very contagious spirit that encourages students to develop love for reading.
  • A few teachers have been consistent in supporting students understanding and unpacking of central idea in PYP and statement of inquiry in MYP by explicitly talking about it.
  • One teacher are intentional promoting and modelling growth mindset with their students.
  • One teacher approaches the students from the perspective of an inquirer making it a safe environment to take chances.

Opportunities identified:

  • Teachers can learn from the way other teachers are using students as resources to support those with lower (English) language levels.
  • Teachers will diversify their strategies repertoire.
  • Teachers will be able to see students working in scenarios different to their subjects- which will give them insights on other learning aptitudes and competencies students may not display in specific subjects.
  • Teachers will have the opportunity to reflect on their practices.
  • Teachers will be able to enhance opportunities for making connections with other subjects.

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MYP, Teaching & Learning, and Language Acquisition Coordinator| IB DP English B Teacher | Grade 10 Advisor.

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