Translating Accountable Talk® Practices Between In-Person and Virtual Teaching

Oct 20, 2020 | Winter 2020

By Jazmin Rotger de Parra and Kristin Nuñez

Teaneck Public Schools

Like many of you, we are still navigating the world of remote instruction and virtual classrooms while wanting to stay focused on providing academically rigorous instruction and having high expectations for all students.

At the center of most of our decisions is the idea of instructional equity. Equity does not mean that every student should receive identical instruction. Instead, it demands that reasonable and appropriate accommodations be made as needed to promote access and attainment for all students (NCTM 2000)[i]. Up until now, the decisions that led to a greater degree of instructional equity largely occurred in schools and classrooms. But now we are having to apply all that we know about teaching and learning to maximize equitable opportunities for every one of our students in a world outside the school walls.

…we are having to apply all that we know about teaching and learning to maximize equitable opportunities for every one of our students in a world outside the school walls.

During the 2019-2020 school year, the use of Accountable Talk practices was a pedagogical foci for our Grades 3–5 mathematics classrooms. Through our work, we incorporated and refined our use of discourse and supported students as they engaged in verbal, visual, and written communication. We increased opportunities for students to learn from one another through the collaborative clarifying of ideas, unpacking misconceptions, and making connections across different ways of doing mathematics. Because of our focus on the use of Accountable Talk practices in the classroom, we know how important talk is to developing mathematical understanding. And even in the time of COVID we are continually trying and tweaking different ideas and approaches during online instruction to foster a learning community that engages in meaningful math discussions that advances student understanding.

Mrs. Nuñez is one of our third grade teachers, and she continues to reimagine instruction while holding students and the role of instructional conversation at the center of her efforts. Read on as she describes her first-hand experience with establishing Accountable Talk discussions in her classroom and then transitioning to accountable communication between and among her students and herself in an online world.

Why focus on talk, and specifically, the use of Accountable Talk practices?

From the moment a new group of learners come together, establishing community is vital for their academic success, and the foundation of the community is talk. Skillful teachers recognize the power in leveraging talk to guide understanding and collaboratively construct knowledge.

Building the community this year has been a bit different because we started the school year working online. For the first couple weeks of virtual learning, we engaged in many whole group conversations about respect, uniqueness, and culture. We centered our conversations around read alouds that focused on different social emotional skills. Over the course of a week, we developed class promises to hold each other accountable for our learning and make the most of our time together.

How have you been able to capitalize on the unique opportunity to build community from a distance while students are at home?

Even though I miss teaching in-person, one of the advantages of our current situation is that we have been able to truly expand the walls of the classroom to better encompass students’ lives at home. We unpacked and shared elements of our cultures to learn more about one another. From morning meetings and brain breaks to icebreakers and structured assignments, our classroom community is building a foundation of patience, perseverance, and celebration, which is integral to establishing community both virtually and in-person.

How did you start using Accountable Talk practices during instruction?

There is an assumption that students know how to talk about their thinking; however, this specific type of discourse needs to be explicitly modeled and practiced. Students need opportunities to engage in academic talk that leads to learning. Accountable Talk stems on charts or flip-rings can be used as scaffolded support and referred to during discussions. Similar approaches can be used when working online. Talk stems work because they provide students with diverse backgrounds a common language with a specific, intended conversational purpose to use during our discussions. As students take ownership of what it means to be accountable to their learning community, to accurate knowledge, and to rigorous thinking and truly internalize the expectations, academic conversations flourished, providing rich opportunities for students to build knowledge together and think deeply about content.

What conversation dynamics do you plan for during your instructional minutes?

At the beginning, we do a lot of partner and whole group discussion, and within that I balance student voices and keep mine to a minimum.

After routinely hearing and engaging in Accountable Talk discussions as a whole group, the students adopt the language practices and lead their own conversations—acknowledging and building on each other’s ideas, questioning one another, and supporting claims with evidence. The conversations can seem almost natural in small group discussions, partner conversations, and conferences with me.

I plan for a combination of teacher to student(s) and student(s)-student(s) discussions.

What challenge(s) have you faced integrating Accountable Talk practices into instruction, in person and online? How have you met the challenge(s)?

Though the path to having a language-rich classroom sounds easy, it is not. Not all students are comfortable exposing their thinking, especially when they are aware of the expectation that thinking can (and should) be questioned and challenged. As an adult, it is hard to feel comfortable with the idea that after sharing my best thinking, I am going to have to explore it more deeply—and publicly.

It takes time and intention to create an instructional space where students feel safe enough to willingly take these risks. Since some students may feel more comfortable than others with this exploratory thinking and talking, I have to think critically about the ways in which equity and engagement intersect.

One of the ways I’ve met this challenge, both in person and online, is by establishing expectations for participation. Within the structure and routine of a lesson, I find a variety of ways for students to participate. Everyone gets time to work on and is responsible for working on the problem independently. When working in-person, I have them talk with a partner who works at a similar skill level and pace. Then I have two partner groups talk with each other before we have our grand conversation as a whole class.

When working online, the students share their thinking in a variety of ways. One low-risk way I got them started was by using polls. The polls let me do quick whole class snapshots, and, using follow up “why” questions, let me hear from individual students about their thinking. I also have them use a collaboration board to share their thinking with others after working independently. They use a shared white boards or Google slide in breakout groups. I’ve had students take pictures and send them to me to share with the group. These intentional decisions are the scaffolds for supporting students as they grow their own Accountable Talk practices. Through these efforts my students are more comfortable taking academic risks and have learned the value in hearing and seeing diverse ideas from all members of our classroom learning community.

Say more about how and why you used the collaboration board with students.

When we first started digital learning, I was losing students left and right. Students and families struggled with using the attachments in “order” or had difficulty toggling between multiple sources. I needed to regain control of the wheel, so I researched and experimented with different apps and resources to better guide students in their virtual learning spaces. I searched for digital ways to increase and improve collaborative interactions among the members of our learning community.

I embedded virtual drawing and collaboration boards to engage students in our learning community. Virtual drawing boards allowed students to share their processes and thinking. These boards gave me an opportunity to digitally “walk” through my classroom—to listen in on student conversations, provide feedback through assessing and advancing questions, and make adjustments to my instructional practice. Collaboration boards provided students the ability to respond to the content and each other.

What else did you consider when making decisions about platforms?

These instructional decisions empowered students and created space for them to use their voices. It was important that I strategically chose platforms where they could share their diverse ideas in this virtual space not just with me, the teacher, but also with each other.

Jazmin Rotger de Parra is the Supervisor of Instructional Programs – Mathematics and Kristin Nuñez is a Third Grade Teacher at Teaneck Public Schools.

IFL Step Back

Mrs. Nuñez’s story illustrates the art and science of teaching. She tried several small tests of change as she translated her Accountable Talk practices from in-person to online instruction.

  • Honor students for who they are and all that they bring to the classroom.
  • Make time for and expect talk from students.
  • Provide scaffolds for students to support them as they engage in learning discussions.
  • Allow for a range of communication dynamics.Plan and experiment with different ways of getting students to collaborate and communicate with each other using pictures, images, and written words in addition to spoken words.

Click here to tell us how you are translating Accountable Talk practices during your online, in-person, or hybrid teaching. We want to celebrate your successes and support you in facing the challenges.
[i] p. 12. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: Author.
Accountable Talk is a registered trademark of the University of Pittsburgh.

Tagged with: Accountable Talk® Discussions, Agency and Voice, Equitable Instruction, High-Leverage Teaching Practices, Math, Online Instruction, Partner Spotlight, Principles of Learning

A New Take on the Learning Walk® Routine to Get Smarter About Teaching and Learning in the Cloud

Oct 6, 2020 | Winter 2020

By Rosita Apodaca, Sara DeMartino, Laurie Speranzo, Adrian Larbi-Cherif, Glenn Nolly, and Chris Schunn

Institute for Learning and LRDC

Many school districts have moved to virtual or hybrid models of instruction and we recognize that using the typical Learning Walk routine, which asks district and school leaders to visit classrooms and provide targeted feedback, doesn’t quite fit in a virtual space. However, we also recognize the need to continue to support district leaders in helping teachers provide high-quality instruction to every student. We’ve modified our signature Learning Walk routine for virtual use to observe synchronous online instruction. Our modifications allow schools committed to improvement to continue to study how an instructional practice moves student learning forward, how that practice can be made more powerful, or if the practice needs to be abandoned. We rooted the Cloud Learning Walk routine in what we know works from using the original Learning Walk routine on the ground in schools. The routines guide teachers and school administrators to collect evidence about how students learn and teachers teach and consider how the teacher’s work impacts student learning as they observe multiple classrooms for short periods of time.

So, why engage in the Cloud Learning Walk routine?

Given the high novelty of virtual instruction, teachers and school leaders need a non-evaluative learning space centered in the realities of their virtual classrooms. When districts use the Cloud Learning Walk routine with integrity, it has the potential to build new or improve understandings of what effective instruction looks like in virtual spaces. The Cloud Learning Walk routine, more importantly, situates the process in a culture of continuous professional learning and improvement.

Based on what we have learned so far, here are five reasons and some tips for engaging in the Cloud Learning Walk routine.

1. THE ROUTINE WORKS ACROSS THREE DIFFERENT OBSERVATIONAL CONDITIONS.

Given what districts are facing today, we tried the Cloud Learning Walk routine under different instructional modalities. We explored having observers use the Learning Walk routine to view

  • virtual classes in live-time;
  • short video segments of the lessons that were uploaded by the teachers, and
  • live lessons in a brick-and-mortar school virtually.

In each case, the routine and goals are consistent.

Tips for Observing In and From Virtual Spaces

  • Know the platform being used for instruction: Each school in the district could be using a different platform for instruction (e.g. Google Classroom, Zoom, etc.). This might mean that district administrators (as well as the fellows from IFL) have to spend some time getting oriented to the platform. Spending time getting to know the platform will ensure that each walker is able to participate fully in the walk and prevent unnecessary disruptions or delays.
  • Ask about and prepare for the method of observing: Different levels of planning and preparation are needed for observation of live instruction than that of pre-recorded instruction. These methods of observation also offer different opportunities for reflection.
If observing the lesson in live-time: If observing a previously recorded lesson:
  • Each walker has to have the appropriate permissions to enter a virtual classroom. Are there any restrictions that might prevent walkers from entering the virtual space? Anticipating and addressing these restrictions ahead of time, allows walkers to engage fully in the observation.
  • Timekeeping is vital to ensure that multiple classrooms are visited, so identify someone responsible for keeping walkers moving to the next classroom every 10-15 minutes.
  • Walkers should enter virtual lessons with microphones and cameras off to limit the disruption to the lesson. Teachers and students should not be distracted by unexpected sounds and unfamiliar faces. 
  • Teachers need to record a 10-15 minute segment of the instruction on which they would like feedback.
  • Samples of student work from the lesson can be shared along with the video, which is a benefit to observing after the lesson was taught.
  • Walkers can watch and rewatch the segments, which provides a wealth of opportunities for cycles of reflection; however, walkers miss out on observing the student to student conversation the occurs in the chat or in small groups.
  • Record observations of the lesson immediately: Each walker fills out the observation form, including noticings and wonderings that relate to the focus provided by the teachers, immediately after the classroom visit. Walkers make observations that are not evaluative or for auditing, and so the noticings and wondering should be rooted in the teacher’s focus and evidence from the classroom and be void of praise or correction.

2. THE ROUTINE CENTERS EQUITABLE INSTRUCTIONAL PRACTICE IN A NEW WAY.

Though equitable instruction has always been an aspect of the Learning Walk routine, the move to online instruction made salient the need to sharpen focus on equitable practice. This move also created opportunities to amplify the lens of equitable instruction in the Cloud Learning Walk routine.  One important revision to the routine calls specifically for walkers who specialize in services for designated student populations, such as emergent multilingual students or special education students, to be active participants in the walk. During the walk, those specialists observe through their unique lens of understanding. The intent is to help teachers and school leaders highlight how instruction invites every student into the content and learning at a high level.

Dr. Andrea Fontañez, Director of Bilingual and ESL programming at New Brunswick Public Schools (NBPS), where Cloud Learning Walk routine was tested, says, “The online Learning Walk was a very enlightening experience as we were able to learn what to look for during an online lesson. We were able to look for evidence of effective e-learning practices and to identify needs for professional development. The online Learning Walk confirmed that online lessons can still have the same high-level tasks and Accountable Talk® components for English Language learners as in-person lessons.”

Tip Related to Recognizing Equitable Instruction

Include walkers who have diverse perspectives in addition to those who support specialized services. The more diverse the perspective of the walkers, the more likely it is to find evidence of and frame wonderings around what constitutes equitable (or more equitable) instructional practice.

“…The online Learning Walk confirmed that online lessons can still have the same high-level tasks and Accountable Talk components for English Language learners as in-person lessons.”

~ Dr. Andrea Fontañez, Director of Bilingual and ESL programming at NBPS

3. THE ROUTINE FOCUSES ON A TEACHER’S INQUIRY ABOUT THEIR OWN PRACTICE.

An administrator from the building where the Cloud Learning Walk routine will be used meets with the teacher(s) who will be visited. During this meeting, the teachers get to set the focus of the walk as related to professional development that has been received. The administrator and teachers then work together to craft an inquiry around the focus. The inquiry sets the lens for the evidence that will be collected during the walk. For example: In what ways am I

  • pressing students for evidence and elaborated responses during the Accountable Talk whole group discussion?
  • using the moves that will support students to deepen their understanding of the text or concept?
  • allowing multiple students to respond to the same question and build on each other’s responses before we agree on the most plausible response?
  • providing Emergent Multilingual students sufficient opportunities and scaffolds to explain how they solved their math problem?
Tip About What Needs to Come Before Using the Routine

There are critical elements that must be addressed within the school or district before using the Cloud Learning Walk routine.

  • Establish at least the beginnings of a robust learning community.
  • Ensure that the host school plus and those involved in using the Cloud Learning Walk routine are all versed in
    • effort-based learning and intelligence,
    • the Cloud Learning Walk routine and norms for collaborative study, and
    • the requirements of the platform used in schools to allow non-district participants into the virtual classrooms.
  • Ensure that teachers have engaged in professional development before the Cloud Learning Walk routine is implemented at a school and that classroom visits are related to that professional development.

4. THE ROUTINE SUPPORTS EFFECTIVE PRACTICE.

The research tells us that there is little to gain from classroom visits unless they are followed by coaching and professional development.[i] The goal of the Cloud Learning Walk routine is to provide feedback to the teacher that will move their practice forward. This means the feedback provided should come from a coaching stance, the feedback process should be interactive, and the teacher should participate in designing the next steps.

Tip for Providing Effective Feedback

Because the inquiries for and insights gained from using Cloud Learning Walk routine should align to professional development (PD) opportunities, it is important to identify evidence of the uptake of practice studied in PD and acknowledge the impact of teacher practice. In the IFL’s Content-Focused Coaching model, one of the coaching moves is “Mark Progress” which serves to draw attention to and reinforce the use of a move the teacher made that positively impacted student learning. If we want teachers to press forward in the implementation of effective practice, sharing noticings from the walk around what was done by the teacher and its impact on student learning helps to ensure the practice will be used again!

5. THE ROUTINE INCLUDES OPPORTUNITIES TO DETERMINE ASSETS, NEEDS, AND NEXT STEPS.

As district teams composed of teachers and district leaders look across the classrooms visited during Cloud LWs, they can mark trends about what is working (the assets) and areas for further attention (the needs), and decide on the professional support that can move practice forward. 

Tip for Making the Most Out of Next Steps

Next steps apply to everyone up and down the line of educator stakeholders, from teacher to superintendent. The IFL calls this two-way accountability up and down the nested learning community. Each person involved in using the Learning Walk routine needs to believe that the next steps apply to their own practice.

Aubrey Johnson, Superintendent of NBPS, has conducted many on-the-ground walks using our Learning Walk routine with IFL Fellows. Dr. Johnson and his team have built a learning community among the district’s administrators and teachers, and their conversation during Learning Walks are laser focused on student and teacher learning. The district and school leaders understand that the next steps apply to them. As a team, the leaders and teachers understand that the student’s work is a mirror of the teacher’s work, the teacher’s work is a mirror of the principal’s work and the principal’s work is a mirror of the superintendent’s work. Dr. Johnson has said that he and his team look forward to using the Cloud Learning Walk routine to provide them with the evidence they need to advance the practice of teachers and the learning of students.

We think that when the Cloud Learning Walk routine is implemented with integrity, it will be the transformative tool that the original Learning Walk routine has been to on-the-ground work in schools. We invite you to use this non-evaluative tool. For more on this new tool, email us at IFL@pitt.edu.

[i] Grissom, J. A., Loeb, S., & Master, B. (2013). Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of Principals. Educational Researcher, 42(8), 433-444.
Accountable Talk and Learning Walk are registered trademarks of the University of Pittsburgh.
Tagged with: Continuous Improvement, Equitable Instruction, High-Leverage Teaching Practices, Instructional Leadership, Online Instruction, Partner Spotlight

Principals Leading with a Coaching Lens

Jun 8, 2020 | Spring 2020

By Ariane Watson and Veronica Strueve

Principal and Assistant Principal, Propel Schools- Pitcairn
Before becoming building principals, we were instructional coaches, each of us having coached either mathematics or ELA. Instruction was always the focus of our coaching work. After several years as principals, we realized that though supporting teaching and learning was a component of our work, it was no longer the focus. Once we came to that realization, we knew that we needed to make some changes.

At the end of the 2018–2019 school year, in anticipation of the next year, we took stock of what was going well with instruction in the classrooms. We reviewed the state data across the years and looked more closely at the district and building data. We also inquired about new instructional materials being purchased by the district and learned that the new materials were comprised mainly of tasks and texts of high-level cognitive demand.

The insights we gained from this preliminary work suggested that students needed more rigorous learning opportunities and that teachers needed opportunities to learn about and refine their practices related to instructional conversations. It was at that moment that we committed to making support for instruction the priority, and in doing so, revived our coaching lens.

We engaged the Institute for Learning as a partner in education and began crafting a plan for the 2019-2020 school year. We started by conducting an Asset Walk was which allowed us to name aspects of classroom practice that could serve as the foundation on which to build. With the adoption of high-quality instructional materials, we decided that the best way to increase academic rigor and enhance the quality of scholar discourse was to focus on Accountable Talk® practices.

We knew that as instructional leaders, the changes we sought would only happen if we maintained a laser-like focus on facilitating Accountable Talk discussions and supported teachers in both learning and refining their instructional practices. Although we were in the role of principals, we knew that putting on our “coaching hat” was key to supporting the teachers. With this in mind, we built a yearlong PD plan dedicated to the study of Accountable Talk practices. It included a series of cross-content professional development sessions. The sessions provided educators opportunities to gain insights about high-leverage instructional practices of which facilitating Accountable Talk discussion is one, the dimensions of equity as related to equitable instruction, ways to support the development of student agency, and the role of socializing intelligence. The plan allowed for frequent content-based PLCs so that Accountable Talk practices could be explored deeply within a content area. As part of the PLC work, educators coded classroom transcripts for Accountable Talk features to better understand what it takes to implement these practices and to track the implementation of these practices over-time.

Since we know that refining practice doesn’t just happen overnight, so in addition to the work outlined in the PD calendar and plan, we also linked our walk-throughs and formal evaluations to the learning and insights gained by educators during PD sessions and PLCs. We also committed to providing time for classroom educators to reflect on practice through classroom case stories so that they can share their implementation journeys. The work also includes learning labs so that classroom educators can see each other engage in planning for, facilitating, and reflecting on Accountable Talk discussions of high-level tasks.

As a community of educators, everyone is encouraged to continuously look for and name what is working related to the implementation of Accountable Talk practices, so there is regular feedback on our collective efforts. As part of the feedback (and central to improvement work), we wonder about and identify a specific aspect of practice for further inquiry. We know that sustainable change takes time, and we have committed to a three-year process to support classroom educators as they refine their professional skills and competencies related to content pedagogy.

Having the intentional focus of increasing academic rigor and the use of the high-leverage practice facilitating Accountable Talk discussions has allowed us to reclaim our coaching lens. And, in doing so, we have been able to more effectively support classroom educators as they refine their instructional practices to create more equitable learning environments.

Tagged with: Accountable Talk® Discussions, High-Leverage Teaching Practices, Instructional Coaching, Leadership, Math, Partner Spotlight, Principles of Learning

Teaneck’s Advantage: Educational Excellence Through Rigorous Teaching and Learning

Jun 3, 2020 | Spring 2020

By Jennifer Lin Russell, Jennifer Zoltners Sherer, and Jennifer Iriti

Partners for Network Improvement, Learning Research Development Center, University of Pittsburgh

At Teaneck Public Schools (Teaneck, New Jersey) we are focused on establishing common instructional practice across all classrooms that is designed to increase our students’ opportunities to engage in demanding curriculum content in both mathematics and English language arts lessons. We have determined to meet this objective by supporting all our teachers with content-specific professional development grounded in the Principles of Learning, developed by the University of Pittsburgh’s Institute for Learning (IFL).

We are currently in the first phase of this endeavor. With support from the IFL, we are working to ensure that our students in Grades K–5 have access to high-level tasks and text and high-quality learning opportunities to build the critical thinking and deep reasoning skills that are essential for academic success. We have identified characteristics of high-level mathematics and English language arts tasks. After working to gain a common vision of rigorous tasks—by studying examples and discussing their characteristics—we have incorporated them into our classrooms. We have made sure to align our definition of high-level tasks with research’s named criteria, emphasizing the importance of tasks that require thinking and reasoning.

With this understanding of high-level tasks, our educators are equipped to ensure that all students are expected to think and reason at a high level and to provide the support and resources needed to maximize their learning potential. We found that we had to work consistently to make sure students could think and reason cognitively. Research on factors that contribute to a task being carried out as intended tells us that students actually get such opportunities only 37% of the time. Participating in learning labs has provided opportunities and guidance for teachers to adapt their individual instructional practices and increase those opportunities. Hosting teachers collaboratively plan lessons with IFL fellows using high-level tasks and texts, and then implement the planned lessons in front of their colleagues. Following the lesson, the hosting teacher and their colleagues debrief and make connections to their own work to increase intentionality of planning and implementing specific pedagogical practices. As such, the learning labs serve as a means to learn and refine pedagogical practice through apprenticeship. Teachers and administrators have had the opportunity to see, plan for, and model high-level tasks that make it possible for students to share and discuss their mathematical reasoning and also develop student agency.

Our overall goal as a district is to give all students access to academically rigorous mathematics learning opportunities. This means that we have a commitment to teach mathematical reasoning as well as the knowledge core. We will ensure students are academically engaged in making connections, looking for relationships and patterns, and forming generalizations related to mathematical ideas. In our journey, we will keep our eye on the target, by collecting and analyzing student work in order to determine if students are thinking in rigorous ways about mathematics.

Based on set indicators associated with academic rigor, we set out to collect and analyze student work samples. The data below has been coded for aspects that lead to the development of conceptual understanding, but are not limited to

• use of representations;
• connection between representations;
• explanation for how a problem was solved; and
• explanations of mathematical reasoning.

In looking at our work, we are proud to notice the following: 

• At every grade level, more than half of the students are using representations in their work, and some students are making connections between representations.
• We have several examples of mathematical reasoning to guide our instructional practices.

We look forward to our next analysis of student work in March. We are using this opportunity to monitor and ensure that we are advancing student learning. At the same time, our teachers are developing a shared vision of teaching and learning.

Tagged with: Data and Assessment, High-Level Tasks / Curriculum, Leadership, Online Instruction, Partner Spotlight, Principles of Learning

The Principles of Learning in Action

Feb 17, 2020 | Winter 2020

By Dr. Annine Crystal

Assistant Superintendent for Curriculum and Instruction, Guilford Public Schools

Contributor: Emily Jermine

Math coach, Melissa Jones Elementary School

Dr. Annine Crystal
Guilford Public Schools

The Guilford Public Schools’ vision is that of a professional learning community where instruction invites effort and supports academic rigor for all students and educators. To that end, our daily work in classrooms is rooted in and supported by the Principles of Learning (POLs). These nine principles have been foundational to our work over the past 10+ years.

The importance of the POLs in Guilford is evidenced by just how prominently they factor into ongoing district work. Prior to the start of the school year, Guilford administrators participated in a retreat focused on equity.

A portion of the retreat was a retrospective on the Principles of Learning during which each POL was defined and mapped to both the high-leverage practices and the TRU Framework.

Administrators watched several classroom scenarios and considered the application of the Principles of Learning as a way to frame instructional conversations with their faculties. Principals and administrators brought this work back to their buildings to support a deeper understanding of each principle as well as to clearly represent each principle’s impact on classroom instruction. 

A deep and growing understanding of the Principles of Learning has been established through our long-standing partnership with the Institute for Learning and is reflected daily in our schools’ cultures and in the way our students engage with content and process.

In our classrooms, we see evidence of the Principles of Learning in action every day. For example, our content-focused coaches have supported teachers as they continue to grow their conferring practice.

Effective conferring helps teachers and students develop clear expectations for growth and encourages self-management and self-assessment of learning.

Clear Expectations:
Student-generated criteria chart clarifies expectations about quality mathematical explanations

Self-Management of Learning:
This student identified “Use precise math vocabulary” as a goal and is keeping notes on a sticky note to support her progress.

Effective conferring helps teachers and students develop clear expectations for growth and encourages self-management and self-assessment of learning. Teachers keep notes of conference teaching points and use these notes to track the trajectory of learning, to plan, and to individualize instruction to meet the needs of each student. Conferring also facilitates the identification of strengths on which to build and the creation of goals for improvement by the students themselves.

Let’s step into a classroom to see the impact of several of the Principles of Learning, specifically Clear Expectations and Self-Management of Learning. Students in Ms. Pierce’s 4thgrade classroom at Melissa Jones Elementary School have been working on clearly communicating their mathematical thinking.

This work has included using visual representations as well as written and oral explanations to clarify and make visible mathematical reasoning. After engaging in this work on several occasions, students were given the opportunity to individually reflect on their areas of strength as well as the concepts they find challenging. 

Following this self-reflection process, the class worked as a whole to brainstorm elements of a quality mathematical explanation. This, in turn, led to a class-generated criteria chart indicating the qualities of effective communication of mathematical reasoning upon which all students agreed. Each student used this checklist to self-assess one of their previously recorded mathematical explanations and then identified one area to set as their goal for better meeting the criteria for quality explanations. A copy of the chart was posted in the front of each student’s math journal and is being used independently by students as a guide when reviewing mathematical explanations and monitoring progress towards an identified goal. Teachers are able to reference this student-generated tool when conferring with students in order to better ask advancing and assessing questions that push students’ thinking around mathematical reasoning.

Clear Expectations:
The student-generated criteria chart is posted in front of a student’s math journal for easy reference.

Tagged with: Leadership, Math, Partner Spotlight, Principles of Learning