1. Connecting to CCSS & District Initiatives
Reflective Virtual Learning Walks…
Going from Good to Great!

2. The Big “Look Fors” Content/Language Objectives Building Background/Relevance Intentional Formative Assessment Rigor Community

3. Content Objective

4. Articulated Help students focus on TODAY’S LESSON
Clearly communicated in student-friendly language

6. Receptive and Expressive Comprehension
Listening
Speaking
Reading
Writing

7. Literacy
An effective lesson scaffolds information through language frames to provide EL students the academic language they need to demonstrate mastery of the content objective.

8. Think about what these scaffolds do for this building.
The same is true for what language scaffolds do for the English learner.

9. eventually are removed!!
Remember!
Scaffolds....
eventually are removed!!

10. As we plan and deliver lessons, ask...
What are the anticipated responses that will demonstrate student understanding?
Which scaffolds will you provide to support less proficient students in accomplishing academic tasks?

11. Building Background
Universal Experience
Previous Learning

14. In other words we want our students to be able to think.

15. Intentional Formative Assessment
Checking for Understanding

17. Intentional Formative Assessment:
A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students achievement of intended instructional outcomes.

18. What are the students . . .

19. Saying

20. Writing

21. Teach
Adjust
Check

22. Alignment to Independent Practice

23. Reflective Learning Walks- focus on the bright spots
In Times of Change

24. Creating Presence
eLearning

25. Best Practices BB Collaborate
Language and Content Objectives
Formative Assessment
Use Poll or quiz feature
Exit ticket
Reflection
Address results of formative assessment in:
Announcement’s page
New weekly lesson

26. Creating a Sense of Presence
Emotional presence
Announcements
Post multiple times during the week
Be mindful of tone
Social presence
Develop a balance between academic and casual communication
Reflection
Develops metacognition and connection with content and teacher   

27. Learning Walk Norms Be kind, be specific Be respectful and positive
Remember it’s non evaluative
The purpose is personal learning -- reflection

28. “I” Statements I realize . .. . so I will I challenge myself to . . .
 I will replicate as I recognize that it will help my students . . .
 I was reminded of . . .
 I am reflecting about my use of
 I am thinking about how I will

29. Connecting the Dots Common Core = Text complexity
Focus on process as well as content
Lead high level, text-based discussions
Assignments for real audiences/real purpose
Argumentation (not persuasion)
“Habits of Mind” – College AND Career Ready