Mc Rel Power Walkthrough Overview
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This document outlines an agenda for a two-day professional development training on using informal classroom observations and the McREL Power Walkthrough software. Day 1 covers research on instructional strategies, practicing classroom observations, and installing the software. Day 2 includes conducting an actual classroom observation, uploading and analyzing observation data, and creating reports. The document provides details on what to look for during brief classroom observations, how to use the software to record observations, and how coaching conversations can be used to reflect on observation data with teachers.
Mc Rel Power Walkthrough Overview
- 1. Professional DevelopmentMid-continent Research for Education and Learning
- 3. Research-Based Instructional Strategies© 2008 McREL
- 4. 4 Session Outcomes After this two-day training, participants willUnderstand the purpose of an informal observation
- 5. Receive an overview of the supporting research
- 6. Learn how McREL’s Power Walkthrough™ software is used
- 8. Practice coaching conversations5Agenda, Day 1Research-based Instructional Strategies
- 9. Lunch
- 10. Research-based Instructional Strategies Continued
- 12. Installing the Software and Template6Agenda, Day 2Recording a Walkthrough
- 13. Actual Walkthrough and Debrief at a Local School
- 14. How to Upload, View, Edit, Print, and Delete Walkthroughs
- 15. Lunch
- 16. How to Create Reports
- 17. Coaching and Implementation Planning
- 18. How to Add Teachers and Staff to Your Database*
- 19. How to Create and Modify Templates* *For designated personnel only
- 20. 7In this section, we will cover:The purpose of an informal observationResearch-based instructional strategies
- 21. 8Purpose of Informal ObservationTo provide educational leaders with strategies for using an informal observation approach and data to inform reflective feedback as a vehicle for maximizing student achievement
- 22. 9What an Informal Observation is NOTEvaluationLengthyHit and missOne-sidedShort-term
- 23. 10Research BaseClassroom Instruction that Works: Research-based Strategies for Increasing Student Achievement(Marzano, Pickering, & Pollock, 2001)What Works in Schools: Translating Research into Action(Marzano, 2003)School Leadership that Works: From Research to Results(Marzano, Waters, & McNulty, 2005)Using Technology with Classroom Instruction that Works(Pitler, Hubbell, Kuhn, & Malenoski, 2007)
- 25. 12Classroom Instruction that WorksNine Categories of Instructional Strategies
- 26. 13Cues, Questions, and Advance OrganizersThis category of strategies enhances students’ ability to retrieve, use, and organize what they already know about a topic.
- 27. 14Cues and Questions:Generalizations from the ResearchCues and questions should focus on what is important as opposed to what is unusual.“Higher-level” questions produce deeper learning than “lower-level.”“Waiting” briefly before accepting responses from students has the effect of increasing the depth of students’ answers.Questions are effective learning tools even when asked before a learning experience.
- 29. 16Cues and Questions: Classroom RecommendationsUse explicit cuesAsk inferential questionsAsk analytic questions
- 30. 17Advance Organizers: Generalizations from the ResearchAdvance organizers should focus on what is important as opposed to what is unusual.“Higher-level” advance organizers produce deeper learning than “lower-level.”Advance organizers are most useful with information that is not well organized.Different types of advance organizers produce different results.
- 32. 19Graphic OrganizerThe learning objective is to complete this graphic organizer.
- 33. 20Multimedia Graphic OrganizerSometimes multimedia can be an advance organizer for students.Example: Plimoth Plantation’s You are the Historianhttp://www.plimoth.org/education/olc/index_js2.html
- 34. 21How will you know if teachers are effectively using cues, questions, and advance organizers?Question/answer sessions with students are high level, requiring students to think higher than at the “Remember/Recall” level.A variety of organizers are used: graphic, multimedia, skimming, narrative, etc.Others?
- 36. 23In this section, we will cover:What to look for in 3 to 5 minutesPracticing walkthroughs via video and a paper observation formCoaching conversations
- 38. 25What to look for in 3 to 5 minutesInstructional StrategyWhat dominant strategy is evident?
- 39. If the class is working in small groups,
- 40. what strategy is the teacher using with the
- 41. students in her/his group?
- 42. Is a targeted strategy evident, even though
- 43. it might not be in use at the time?26
- 44. 27What to look for in 3 to 5 minutes TechnologyWhat technologies are students using?
- 45. What technologies is the teacher using?28
- 46. 29What to look for in 3 to 5 minutesContextWhole group
- 47. Small group
- 48. Pair
- 50. Individual 30What to look for in 3 to 5 minutesCreateEvaluateAnalyzeApplyUnderstandRememberThe Updated Bloom’s Taxonomy
- 51. 31Bloom’s Taxonomy – Going Deeper
- 52. 32Evidence of LearningWhat are the students doing or creating while you are in the classroom?What to look for in 3 to 5 minutes
- 53. 33Student Interview“What are you learning/doing?”What to look for in 3 to 5 minutes
- 54. 34Looking at ClassroomsWe are going to observe actual videos of a real classroom and discuss what we see. Focus onDominant Learning Strategy
- 55. Context
- 56. Knowledge Type (Bloom’s Depth)
- 57. Technology
- 58. Evidence of Learning35Video 1 DebriefWhat strategies did you see?How was technology being used?What was the context of the lesson?What type of knowledge was primary?What was the primary evidence of learning?
- 59. 36Video 2 DebriefWhat strategies did you see?How was technology being used?What was the context of the lesson?What type of knowledge was primary?What was the primary evidence of learning?
- 60. Installing the Software and Template
- 61. 38We will coverHow to access the McREL Power Walkthrough™ Web siteHow to install the software to your handheldHow to download the Power Walkthrough™ template to your handheld
- 62. 39Step 1: Installing the SoftwareGo toLog in using the username and password provided to you. Your original password will be “123456.” Click “Login.”http://mxweb.media-x.com/home/mcrel
- 64. How to Upload, View, Edit, Print, and Delete Walkthroughs
- 65. 42Uploading a WalkthroughWhen you are finished conducting walkthroughs, you are ready to upload them to the Web-based software. For Palm® or Windows ®, connect your handheld to your computer.On Blackberry®, choose Synchronization from the main menu; then Upload Walkthroughs until you see Operation completed successfully.On a Palm®, check Upload Walkthroughs and HotSync.On Windows®, click the Upload button. ActivSync® should begin automatically.
- 66. How to Create Reports
- 67. 44Once you have uploaded several walkthroughs, you are ready to create reports to show the data you have collected. On the Walk-Through Tab, click on Reports.
- 68. 45You will first notice three tabs at the top of the page. General reports allow you to compile data from various teachers.Subject refers to individual teacher’s reports. Custom is a custom report made for McREL.
- 69. 46The most basic of these reports is 1- Overall Template Report.
- 70. 47Select the template you used to gather the data.Select your school or district and then the start and end dates for your report period. Click Submit Report.
- 71. 48The default graph will appear as an animation.You can also have the graph appear as an image (PNG format) or as a PDF. From this screen, you can print the entire report.
- 72. 49The Cross Tabulation Report allows you to see trends between two different elements in your walkthrough.
- 73. 50For example, it allows you to see correlations between higher-order thinking skills and evidence of learning.
- 74. 51The Overall Filter Report allows you to create reports similar to the Overall Template Report, while filtering certain grade levels and content areas.
- 75. 52Click on the Grade and/or Content area you wish to filter. You can select multiple grade levels and content areas by holding down the Control key. Then click Apply Filter.
- 76. 53The Subject Tab allows you to create reports for individual teachers.
- 77. 54The Overall Subject Report provides an overall report for the teacher you select from the pull-down menu.
- 78. Coaching Conversations and Reflective Questioning
- 79. 56Coaching ConversationCollect data from 5 to 8 observationsAnalyze the data prior to the conversationPose a reflective questionFormallyInformallyIn writingIn teams
- 80. 57First or Second Order?Do stakeholders perceive the change as. . . An extension of the past?A break with the past?Consistent with prevailing organizational norms?Inconsistent with prevailing organizational norms?Incongruent with personal values?Congruent with personal values?Easily learned using existing knowledge and skills?Requiring new knowledge and skills?First-Order ImplicationsSecond-Order Implications
- 81. 58Reflective Questions ExamplesCraft reflective questionsTo stimulate reflection and extend comprehension To challenge teachers' thinking by inviting them to interpret, infer, summarize, form conclusions, and evaluate selections To extend personal responses by considering the views of others
- 82. 59Reflective Questioning“Let’s look at the data on the instructional strategies you used during my last five visits. What does this say?” “How do you decide on the types of groupings in your lessons?”“Do you see any linkage between the data on technology and on student engagement?”“As department chair, what is your interpretation of the data on context for your team?”
- 83. 60Suggestions for Reflective ConversationsIf having a one-on-one conversation, do not conduct in the principal’s officeUtilize grade level or team meetingBe wary of written or email communication