ࡱ > y | x x bjbjBrBr 4\ x N N $ Z[ Z Z Z Z Z Z Z $ J] _ ^ Z Z [ . Z Z T UZ P%+ V 6 Z *[ 0 Z[ V J` J` l UZ J` UZ p Z Z Z[ J` N W : Walk Through Name: Template: Graettinger-TerrilCategory: Subject:Start Date:End Date:
Initial What portion of the class was observed:
Beginning
Middle
EndDetermine Level of Engagement (IPI):
Complete Disengagement
Student Work with Teacher NOT Engaged
Student Work with Teacher Engaged
Teacher-Led Instruction
Student Learning Conversation
Student Active Engaged LearningClassroom Expectations (environment) Descriptors:
There are clear expectations for behavior. (posted and visible)
There are clear expectations for learning goals/objectives. (posted and visible)
Students understand the routines.
The class is engaged in collaborative work.
The class understands the expectations for collaborative work.Identify Format:
Whole Group
Small Group
Pairs
Individual Work
Instruction & LearningStudent Task:
Reading
Writing
Listening
Speaking
Working w/hands on materials
Problem solving
Performing
Creating?Determine Level of Student Work (Blooms Revised):
Remembering (Recalling information)
Understanding (Comprehending information)
Applying (Using information in a new way)
Analyzing (Breaking down information into parts)
Evaluating (Making judgments, predications, and justifying positions)
Creating (Putting information together in new ways)Application Model (Daggett):
Knowledge in one discipline
Apply in discipline
Apply across disciplines
Apply to real-world predictable situations
Apply to real-world unpredictable situationsIdentify Instructional Materials:
Computer Software
Content-Specific Manipulatives
Handheld Technology
Lab/Activity Sheet
Oral
Projector/flipcharts
Smart Board
Published print materials
Textbook
Video
Websites
WorksheetsIdentify APL/PBIS Strategies:
Bell ringer (beginning of class)
Agenda on board (beginning of class)
Wait time/Wait Time Extended
Check for Understanding
On the Clock
Exit Options
Positive Reinforcement Utilized
Respectful climate and rapportIdentify Research-Based Strategies (Marzano):
Identifying similarities and differences
Summarizing and Note Taking
Reinforcing Effort & Providing Feedback
Homework & Practice
Nonlinguistic Representation
Cooperative Learning
Setting Objectives & Providing Feedback
Generating & Testing Hypothesis
Cues, questions & Advanced OrganizersIdentify Other Instructional Strategies Used:
Links are explicitly made between past learning and new concepts
Key Vocabulary emphasized
Comprehensive review of key content concepts
Use of formative assessment to monitor student learning
Self and/or peer assessments
Drill and Practice
Question and Answer
Lecture/Presentation
Higher Order Questioning
Learning Centers
Modeling
Student presentations/student led discussions
Cooperative Learning/Learning teams
Hands On Learning
Project-Based/Problem-Based LearningFocus on Learner:
Materials are available in the classroom
Models/exemplars of student work are posted
Routines and procedures are evident.
Scoring Rubrics/Criteria are displayed/provided
Students are interacting with classroom environment
Student work is displayed
Uses materials that incorporate understanding of cultures/different points of viewEvidence of Differentiated Instruction:
Content:
Students are provided with adapted or alternate texts and materials.
Process:
Learning modalities are used(visual, auditory, tactile/kinesthetic)
Invites & allows a variety of students to respond.
Consistently uses scaffolding techniques throughout lesson, adjusting and supporting
Asks follow up questions for clarifying or understanding
Product:
Students are provided adapted or alternate assignments/tasks/ assessments.
Students are provided options to demonstrate their learning.
Self assessments are used.
Environment:
Engages reluctant learners
Pacing is adjusted
Adequate wait time is used
Fosters communication and dialogue
Unable to DetermineUse of Technology:
Technology is limited to presenting information.
Teacher is facilitating the use of technology.
Student is using technology to access information.
Student is using technology to collaborate, create, connect to support learning outcomes.
No technology used.
Facilitating the Common CoreG-T Math
Students explain results
Students look for patterns
Collaborative problem-solving
Students are encouraged to find multiple ways of solving problems and use different methods/tools to solve.G-T Reading
Students offer evidence from reading to support claims.
Students read within the discipline to support learning goals.
Students analyze non-written forms of communication.
Teachers demonstrate that students have access to a wide variety of texts. (fiction/informational)G-T Writing
Uses textual evidence to support arguments/opinions.
Uses the writing process and 6+1 Traits
Uses technology to generate writing (blogs, etc)
Students have clear rubrics for creating writing
Students write for a variety of purposes and for varying audiencesG-T Speaking & Listening
Students critique others thoughts.
There are clear rubrics for speaking.
Class is engaged in formal (seminars) and informal discussions.
Students use multi-media to create dynamic presentations.G-T Language
Students demonstrate command of punctuation, spelling, and grammar when writing or speaking.
Students understand and make effective choice of language for different contexts.
Explicitly instruction for academic and general vocabulary. (tier 1,2,3 words)
Students accurately use a range of vocabulary when writing and speaking.
Notes/Comments/Questions:
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