Getting back into some sort of blogging routine feels a lot like getting back to the gym. I have great aspirations, but do not seem to always find time to fit everything in. It’s hard. So last week, I set a small personal goal for myself … try and build a blogging routine by posting something this week.
Following up on my previous post, I continue to find myself thinking about learning — its big idea, what it means to me, and my colleagues? What does it look like in our community? I am a firm proponent that schools should always be learning focused collaborative endeavors. As an educator, my professional practice continues to be a work in progress, constantly changing, adapting, and evolving. Now I am much more of a “coach” or “critical friend” to the kids I work with than ever before. Quick, timely, formative feedback is incredibly powerful either on the ice at a hockey practice or in a reading workshop. I would not want it any other way.
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As an educator, I am looking for a similar critical friend or learning coach to help improve my professional practice. It is something I look for in my colleagues and formal administrators. Fieldwork Education’s Looking for Learning protocol is the closest experience I’ve had to receiving consistent, timely formative feedback.
Looking for Learning, is an effective process for working collaboratively with colleagues (teachers, instructional coaches, parents, principals, etc.) to see what learning is happening in classrooms. The focus is on student learning. So talking to kids about their learning is at the center of each visit. Should a teacher be in the midst of a mini-lesson, classroom visitors can simply move on to another room, and drop by later when whole group instruction is no longer in progress.
Ten to 20 minutes is the typical length of a teacher or administrator’s classroom visit. In the busy day to day routines, finding ten or 20 minutes here and there to visit a colleagues classroom is easily manageable. However, it is absolutely fabulous when I manage to set aside an hour to visit and talk with students about their learning in a wide range of classrooms, grade levels, and content areas.
When visiting a classroom and talking to kids, four essential understandings helped shape conversations:
Is this a learning classroom? This simple line of questioning is incredibly powerful. It is non-threatening and one that every educator, parent, and student would expect to hear a resounding, YES! When a learning community has an established, shared common definition of learning, the power if this question is amplified.
Is the learning appropriate and sufficient? As an elementary literacy teacher, this idea always makes me think of students’ “Just Right Books”. Ideally, learning for the kids should not be too difficult, nor too easy. It should be just enough of a stretch that they can independently achieve a level of success. When speaking to kids, I tried to speak with them in order to find out if they were learning something new, consolidating their learning, simply treading water, or drowning.
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What is helping or hindering the learning? This is perhaps my favorite line of questioning. I always found it to be amazing to hear students reflect on who they are as a learner, identify what they see as a need to further support their learning, and articulate exactly what is helping them on their journey.
Here’s a list of possible questions to help guide your conversations with kids.
The final piece of the puzzle is getting together with a colleague to share and discuss your visit. This always created the biggest challenge for me, but I soon found that a short conversation over coffee at recess worked best. It is easy to participate in a reflective conversation with your colleagues because Looking for Learning is not evaluative. As the visitor, your role is to simply share out the evidence you collected during your visit, not your impression, your opinion, or suggestions for next steps. When visiting classrooms, I tried to take detailed notes because I always found receiving specific quotes from the kids seemed to encourage reflection because they helped me recognize if my perception matched those of my students.
I am a BIG fan of Looking for Learning. Not only do I see its great potential to support student learning, but what I like most is that after speaking with students and my colleagues, I find myself energized and enriched by the experience. Thank you Pam Harper and Fieldwork Education.