| A | B | C | D | |
|---|---|---|---|---|
1 | ||||
2 | Walkthrough Tool Domains and Priority Practices | |||
3 | ||||
4 | Domain | Priority Practice | Look For | |
5 | 1 - Classroom Culture | A | Tasks are supported by clear instructions | •Each station or task has clear instructions posted •Instructions are accessible to students of all languages and reading abilities represented in the classroom Instructions are concise with few grammatical errors •Instructions reach a variety of learning modalities (e.g., in words, pictures, read aloud) •Students can complete the task based on the instructions given |
6 | B | Students' behavior is appropriate for the task | •Teacher provides students with visuals that help them monitor their own behavior •Student behavior is consistent with expressed expectations for a task (e.g., volume level, engagement level, what we should see, anchor chart) •Students are working consistently on assigned tasks | |
7 | C | Transitions between activities are efficient | •Teacher provides students with visual and auditory cues about where, when, and how they should move •Students transition from task to task safely and e iciently (as instructed) •Teacher provides tools that help students manage time (e.g., stopwatch, time warning) | |
8 | D | Systems are in place to assist students in solving problems independently | •Students have a method to follow if a problem arises (e.g., re-read directions, ask a neighbor, ask a teacher, parking lot) •Students can use instructions to solve problems •Visuals in classroom support systems in place •Systems are student-friendly and easily accessed (e.g., labeled accessible areas/bins for materials) •Students play a role in the running of classroom logistics | |
9 | E | Interactions between students are positive and productive. | •Students communicate using positive language and a level tone with each other •Students adhere to classroom rules and expectations with respect to each other •Students utilize accountable talk stems with each other •Students help each other •Students do not interrupt when peers are speaking •Teacher facilitates problem solving between students •Teacher models and reinforces positive and productive interactions | |
10 | F | Interactions between students and teachers are positive and productive. | •The teacher communicates with students using positive language and a level tone •Teacher reinforces classroom rules and expectations •Teacher adheres to classroom rules and expectations •Students communicate with the teacher using positive language and a level tone •Students adhere to classroom rules and expectations with respect to the teacher •Students positive interactions with adults are recognized and reinforced •Teacher fosters an environment where failure is embraced as part of the learning process | |
11 | G | Students have the opportunity to provide input and feedback on learning experiences | •Students have opportunities to provide feedback throughout the class period •Teacher uses student feedback to inform their practice •Teacher uses a portion of the class period to debrief the lesson experience with students | |
12 | H | Students are collaborating | •Teacher provides opportunites for students to share roles and responsibilities to complete work •Teacher creates accountability systems for all types of roles/responsibilities (e.g., check list, posters, protocols) •Teacher models and debriefs around metacognitive skills and traits involved in collaboration •Students are engaging in meaningful collaboration •Students collaborate with an equitable division of work and effort | |
13 | 2. Ownership, Identity, Interest, Agency | A | Teachers shift the cognitive load to students (Teacher encourages student ownership of learning) | •Teacher provides opportunites for students to assess their own learning (e.g., reflection, journal) •Teacher provides opportunites for students to analyze and interpret ideas from multiple perspectives |
14 | B | Students have choice in their learning - (how they learn, what they learn, demonstrating their learning) | •Teacher gives students a choice of multiple modalities for learning a concept (e.g., video, slide deck, website to explore) •Teacher provides students with opportunities that allow choice over when to do each task (e.g., choiceboard, playlist) •Students can choose their own topic for a project or task •Students can ask and then answer their own questions or work to solve a self-identified problem •Students can choose to demonstrate their understanding from a variety of equally rigorous tasks •Teacher designs rubrics/scales for a single skill that can allow for a range of student products •Teacher designs tasks that encourage students to show mastery in a variety of ways | |
15 | C | Student goal setting is part of the learning process | •Students set and articulate goals •Students reflect on progress towards goals | |
16 | D | Students Identities, interests, and perspectives are used to inform learning experiences (Teacher creates connections between the subject matter and student's identity) | •Teacher collects rich data on students (e.g., surveys, student conferences, family interviews) •Teacher uses knowledge of students' identities (e.g., individual, social) to activate prior knowledge or select resources •Students have space (e.g., physical, emotional) to share their identities/experiences | |
17 | E | Physical classroom environment reflects a wide range of diverse experiences | •Space is inclusive of students' identities and needs (mirrors) •Space includes materials and content that are reflective of a wide range of diverse experiences (windows) •Students' personal artifacts and work are reflected in the classroom | |
18 | 3 - Differentiation | A | Small group instruction is differentiated based on students' needs | •Data is used to inform student groupings •Teacher varies content by group or individual •Teacher varies delivery (instructional strategies) by group or individual |
19 | B | Tasks are differentiated based on students' needs. | •Scaffolds are in place to support students as needed (e.g., sentence stems, math references) •Student tasks are varied by content for group or individual (degree of dificulty) •Student tasks are varied by process for group or individual (e.g., highlighting words, manipulatives vs. numbers) | |
20 | C | Teacher checks for understanding (through a variety of techniques) of student progress toward learning goals | •Teacher uses formative assessment to track student achievement in assigned tasks (e.g., exit tickets) •Formative assessment is directly linked to learning goals/content •Teacher uses informal assesments (e.g., fist to five, checklists) to track student understanding | |
21 | D | Teacher provides opportunities for students to reflect on their own data | •Teacher models how to reflect on learning •Teacher provides routines/structures to support student self-reflection •Teacher conferences with students to discuss their data •Students record progress or track their own data (e.g., a data journal where they log data and reflect on their work) | |
22 | E | Teacher uses data to inform instruction | •Teacher groups students or adjusts instruction based on formative assessment •Teacher regroups students or adjusts instruction in the moment based on formative assessment | |
23 | F | The classroom experience allows students to progress through learning tasks or content without waiting for the teacher | •Teacher creates structures such as playlists/agendas that students can progress through as they complete tasks (e.g., Hyperdocs, Google Classroom) •Teacher plans a variety of tasks for an extended period of time •Students are held accountable for tasks completed (e.g., activity logs, assessments, journal) | |
24 | 4 - Rigor and Mastery | A | Students are engaged in tasks that requires higher order thinking skills | •Students have the opportunity to create (e.g., design, assemble, develop, formulate, construct, author, investigate) •Students have the opportunity to evaluate (e.g., critique, value, appraise, argue, defend, judge, select, support) •Students have the opportunity to analyze (e.g., differentiate, organize, experiment, test, question, examine, relate, compare, contrast) •Students have the opportunity to apply (e.g., execute, implement, solve, use demonstrate, interpret, operate, schedule, sketch) |
25 | B | Students use structures (and evidence) to process and share their thinking | •Students use evidence to support written/oral responses •Students' responses include clear reasoning (e.g., "because" statements)Tasks or questions demand rigorous responses from students (e.g., use text evidence) •Teacher provides opportunites for students to share their thinking throughout the lesson | |
26 | C | Students design or create as part of their learning process (and to demonstrate their understanding) | •Teacher provides clear, student-friendly rubrics that students can reference as needed •Product is aligned to specific content area or cross-curricular competencies •Teacher monitors students' progress (individual or team) throughout the process •Teacher communicates clear expectations to guide students' process and product •Students create/design a product that aligns with task instructions or project expectations •Students give and receive feedback during the creation process | |
27 | D | Feedback and reflection drive student learning (process is kind, specific and helpful) | •Feedback is specific to task •Teacher uses students' actions and work as exemplars •Teacher utilizes a protocol to provide feedback •Teacher provides visual references to support positive feedback (e.g., sentence stems, anchor charts) •Feedback provides student with specific action(s) they can take to improve the work •Students utilize a protocol to provide peer feedback •Students are responsive to feedback provided by peers or teacher • Teacher models how to give feedback | |
28 | E | Teacher provides students with a clear vision of mastery | •Teacher provides students with a process to achieve mastery with checkpoints along the way •Teacher creates and shares examplarsTeacher translates standards to student-friendly language (e.g., "I can" statements) •Students can articulate key standards/skills/"I can" statements •Students can describe a process or path to achieve mastery | |
29 | F | Students are given the opportunity to apply learning from one task to another | •Tasks within stations, playlists, or projects connect to a central focus •Students have learning opportunities that build off of previous classroom experiences •Students apply knowledge/skills to make decisions, draw conclusions, or solve problems within a content area without being prompted (transfer) | |
30 | G | Students are engaged in work that is authentic | •Teacher presents "real world" or relevant tasks •Students are provided with opportunities to pursue topics relevant to their specific interests •Students present to an authentic audience (e.g., shark tank, community organizations, professionals, peers, families) •Teacher balances authentic tasks with content-specific objectives | |