Tag Archives: Observation of Practice

Focus on Learning: Observation of Practice (TBT Remix)

What if we add additional feedback loops in our culture?

How and when do adults in our schools receive formative feedback? If I have a question about my practice, how do I and from whom do I seek feedback?

If, as a school, we are studying formative assessment, self-assessment, and peer assessment, how are we practicing? Do I blog, journal, or keep a portfolio of my learning?  What might I want to learn? Are my students learning?

What if we focus on what is happening in classrooms in purposeful and focused ways? What if we model and embrace formative assessment of our practice?

What if we lend another our perspective?

We are going to pilot Observation of Practice this week in 4th Grade.  After reading my reflection of the class we taught together, Arleen and Laura both commented on how helpful it was to see their class from another perspective. We want to know if Observation of Practice will integrate formative assessment and reflection with peer observation.

What if we shift the focus of peer observations from observing our peers to observing the products of their work – the actions of students?

What if we focus on learning?


Job-embedded PD: Observation of Practice – Focus on Learning was originally published on November 18, 2013.

 

Because I can’t see me…

I didn’t realize all of that was accomplished” was the reply after reading my observation notes of her class.

I hate when I learn that I’ve been walking around all day with the hem of my skirt out or with spinach in my teeth.  Don’t you? I am always grateful when someone tells me, because I can’t see me.

I watch John Vitarelli teach yoga on video, and I practice with him.  I know how it feels, but I cannot see me.  What if there is a minor adjustment that, if made, would make it easier, more impactful, and less stressful?

How might we serve one another? Learn from one another? Lend each other our eyes?

I didn’t realize all of that was accomplished.”
Because I can’t see me…

Job-embedded PD: Observation of Practice – Focus on Learning

What if we add additional feedback loops in our culture?

How and when do adults in our schools receive formative feedback? If I have a question about my practice, how do I and from whom do I seek feedback?

If, as a school, we are studying formative assessment, self-assessment, and peer assessment, how are we practicing? Do I blog, journal, or keep a portfolio of my learning?  What might I want to learn? Are my students learning?

What if we focus on what is happening in classrooms in purposeful and focused ways? What if we model and embrace formative assessment of our practice?

What if we lend another our perspective?

We are going to pilot Observation of Practice this week in 4th Grade.  After reading my reflection of the class we taught together, Arleen and Laura both commented on how helpful it was to see their class from another perspective. We want to know if Observation of Practice will integrate formative assessment and reflection with peer observation.

What if we shift the focus of peer observations from observing our peers to observing the products of their work – the actions of students?