Instruction Across the District

During first semester, the district administrators and I completed more than 500 classroom walk-throughs!  We have been amazed at the outstanding instruction we are seeing and these observations have led to deep conversations at our leadership team meetings.  We are currently all participating in a book study on the topic of RtI and recently finished a study on literacy strategies being implemented in all classrooms.

It is wonderful to see effective instructional strategies taking place at all levels, such as small group instruction.  One would expect to see small group instruction taking place at the primary and elementary levels, but we have seen this effective strategy also utilized in the upper grades - a small reading group working on skills at the 6th grade level, a high school math class receiving small group instruction from the teacher on a project they were working on, a middle school teacher working with a small group on a science lab!  It is evident that these students are getting the help and guidance they need to learn and better understand the concepts presented through this differentiated instruction.

During the walk-through, I look for the type of student engagement.  I differentiate this into three main categories. The first is passive.  This level is best described as the learner being on task in class, but is not creating anything.  It might include reading from a book, completing a worksheet, or listening and taking notes.  The second category is active.  This would include the students creating, discussing, or demonstrating their learning.  An example of this would include a science lab, a math activity involving the use of manipulatives, singing in a choir class, using skills learned to play a game in a p.e. class, a cooperative learning group turning to their shoulder partner to explain their answer to a question.  The third category is not engaged.  This would be a classroom where learning is not taking place. The students are simply socializing and waiting for the bell to ring or for instruction to begin.  Bell to bell instruction/learning would not be taking place in this classroom.  Thankfully, this was only the case in less than 1 percent of our walk-throughs! 

The real challenge for us is to begin to transition away from the majority of classroom experiences being passive learning, into having the majority of experiences be active learning in nature.  Not only is this a change for the teacher, it is a change for the students as well.  Active learning requires the students to be more accountable for the content.  They must be better able to evaluate and synthesize information, rather than recall information.

As we begin second semester and continue to visit classrooms on a regular basis, we are all looking forward to continuing to see great instruction that is engaging students and makes them think!   Thanks for all you do each day to promote learning in your classroom.