Enumclaw High School
August 30, 31 and September 1, 2011
Reflection
Imagine that you just walked into what you consider
a classroom where high quality teaching and
learning is taking place.
Describe what you would see and hear.
Please keep this reflection for later.
Teamwork and our new playbook
Purpose
Classroom
Environment
and Culture
Your five plays
towards
High quality
teaching and
learning
Assessment
For
Student
Learning
High quality
teaching
and
learning
5 Dimensions of
Teaching and
Learning
Student
engagement
Curriculum
and
Pedagogy
Play 1: Purpose
Purpose
•Jot down in your play book what you
think about when you think of a
classroom or a lesson where the
instructor has thoughtfully and
effectively implemented purpose.
•Share in your small group – record on
group worksheet.
Play 1: Purpose
Sub-dimension
Standards
Teaching point
Vision
The lesson is based on standard(s) that are
meaningful and relevant beyond the task at hand
and help students learn and apply transferable
knowledge and skills.
The teaching point is based on knowledge of
students' learning needs in relation to standard(s).
Purpose
Reflection
•As a group determine if there is anything
you would like to add to your list of
descriptors of “Purpose” in a classroom
after having looked at the framework.
Purpose
Developing a shared vision of
“purpose”
• Looking for “purpose” in action.
• The best way to develop a shared vision of
“purpose” is to visit a classroom.
Purpose
Why be descriptive?
•Learning to see.
•Helps us to search for cause and effect
relationships between what we observe
teachers and students doing and what
students actually know and are able to do
as a consequence.
Elmore, Instructional Rounds in Education, Chapter 4
Description with
Judgment
• The teacher read from a book that was not at
the appropriate level for the class.
• There was too much time on discussion, not
enough time on individual work.
• The students conducted a sophisticated lab
experiment.
Description without
Judgment
• Descriptive: What you see, not what
you think about what you see. Just the
facts!
• Focus on teaching, learning, and the
instructional core.
Description without
Judgment
• Student 1 asked student 2: What are we
supposed to write down? Student 2 said, “I
don’t know.”
• Students looked at directions in the text and
then made circuit boards.
• Teacher introduced the concept of fractions
and students began a hands-on activity.
Description vs Judgment
• Students did a good job during group work.
• All but two of the students were asking or answering
questions of their peers.
• L. didn’t understand
• S. did not begin the task until the teacher talked with
him.
• Teacher asked too many closed questions.
• Use private think time and give a thumbs up when you
are ready.
• Most of the students were engaged in task.
Classroom Observation
• Factual vs. Evaluative scripting
• Evidence – describe, count, script.
– What are the teacher and students saying
and doing?
– What do you hear and see?
Virtual Classroom
• Middle School Language Arts
classroom
Reflection: Purpose
Go around protocol
Purpose
More plays from
our playbook..
Purpose
Classroom
Environment
and Culture
Assessment
For
Student
Learning
High quality
teaching
and
learning
Student
engagement
Curriculum and
Pedagogy
Teamwork
Individually go back and review original classroom
description of high quality teaching and learning.
Highlight evidence of the 5 dimensions in your
description. What would you modify or add to your
description as a result of your work with the 5
Dimensions framework?
Teamwork
Developing a shared vision of high quality
teaching and learning
Purpose
Classroom
Environment
and Culture
Watch video and record noticings
using the filter assigned to you.
Small group share out
Assessment
For
Student
Learning
Student
engagement
Curriculum and
Pedagogy
Final Reflection