Classroom Learning Labs
Collaborative Classroom Learning Labs (CLL) develop a collaborative culture through authentic professional learning within and across our school communities, providing time for teachers to observe and have ongoing purposeful conversations around instruction and student learning. Teachers identify instructional moves that directly impact student learning while providing peers with concrete feedback from evidence derived from observation of student work. This structure challenges teachers to reflect on their own practices and areas of growth in their own instruction.
Structure of the CLL
Before the day of the CLL: Lesson coaching conversation with the host teacher.
Day of the CLL:
Pre Brief @30-45 minutes : Host teacher describes what will be observed and the context of the lesson. Host teacher will name the learning target and evidence of learning.
Observation @45-60 minutes : Guest teachers will observe and shadow a student, capturing their thinking and noting evidence of learning, identifying what they can do or almost do.
De Brief @45-60 minutes : Guest teachers share what they noticed and noted about student learning. This is an opportunity to share their wonderings with the host teacher. The host teacher has an opportunity to share their own thinking and reflections.
After the CLL:
The Coach follows up with both the host and guest teachers.
Day of the CLL:
Pre Brief @30-45 minutes : Host teacher describes what will be observed and the context of the lesson. Host teacher will name the learning target and evidence of learning.
Observation @45-60 minutes : Guest teachers will observe and shadow a student, capturing their thinking and noting evidence of learning, identifying what they can do or almost do.
De Brief @45-60 minutes : Guest teachers share what they noticed and noted about student learning. This is an opportunity to share their wonderings with the host teacher. The host teacher has an opportunity to share their own thinking and reflections.
After the CLL:
The Coach follows up with both the host and guest teachers.
Observations and Collabortive Norms
Establishing norms are critical for Classroom Learnng Labs. We have adapted Diane Sweeney's suggested list:
*Have a Growth Mindset
*Assume Postiive Intentions
*Respect the time frames set by the host teacher
*The Host teacher does not want to be viewed as an Expert
Setting the Conditions for the Observation:
*Record detailed notes that are aligned with observation and will inform the debriefing session-capturing student evidence of learning aligned with the lesson learning target.
*Stay close to the action so you can see and hear what students are doing as learners.
*Only talk with students if it has been established as part of the learning process for collecting evidence by the lab host and facilitator.
*Avoid being a distraction in the classroom. Maintain silence and do not take it upon yourself to teach the students.
*Maintain a positive attitude and respect for the lab host.
Guest teachers identify specific instructional moves they will observe outside of capturing evidence of learning;
Gradual Release, Questioning, Teacher/Student Talk, Cooperative Strategies, Authentic Tasks, Use of tools to enhance learning, Classroom Discourse, etc...
Setting Conditions for the De Brief Conversation:
*Sharing what we noticed as evidence of learning, what the students could do, almost do, and possible next step?
*Share what we are wondering about as it relates to instruction and student learning, or as it relates to the lesson/unit study.
*Look for opportunities to provide feedback that feeds forward (Doug Fisher)
*Reflect on your own practices, establish one idea/goal you will implement within your own instructional practices
*Have a Growth Mindset
*Assume Postiive Intentions
*Respect the time frames set by the host teacher
*The Host teacher does not want to be viewed as an Expert
Setting the Conditions for the Observation:
*Record detailed notes that are aligned with observation and will inform the debriefing session-capturing student evidence of learning aligned with the lesson learning target.
*Stay close to the action so you can see and hear what students are doing as learners.
*Only talk with students if it has been established as part of the learning process for collecting evidence by the lab host and facilitator.
*Avoid being a distraction in the classroom. Maintain silence and do not take it upon yourself to teach the students.
*Maintain a positive attitude and respect for the lab host.
Guest teachers identify specific instructional moves they will observe outside of capturing evidence of learning;
Gradual Release, Questioning, Teacher/Student Talk, Cooperative Strategies, Authentic Tasks, Use of tools to enhance learning, Classroom Discourse, etc...
Setting Conditions for the De Brief Conversation:
*Sharing what we noticed as evidence of learning, what the students could do, almost do, and possible next step?
*Share what we are wondering about as it relates to instruction and student learning, or as it relates to the lesson/unit study.
*Look for opportunities to provide feedback that feeds forward (Doug Fisher)
*Reflect on your own practices, establish one idea/goal you will implement within your own instructional practices
Protocols
Pre "Teaching" Coaching Conversation with the Host Teacher.
Tell me about your lesson.
What will be the balance between teacher and student talk?
In what ways will you engage students in the learning process?
What will be your learning target?
What might be your evidence of learning?
What might you want your guest teacher to look for?
Prebrief Just Before the Observation:
Host teacher explains what we will observe, the task, Learning Target and evidence of learning. They may identify what it is they specifically would like Guests to "look for".
To the Guest Teachers: What might be something you are interested in looking for? (Refer back to the Instructional Shirfts for the 21st Century Learner, CCSS, Next Gen.,C3, and Reflection Rubrics)
De Brief Conversations:
What are some of your notes on your noticings regarding evidence of learning?
What might be some of your wonderings about what you noticed?
Looking at the Reflection Rubrics, What might you be wondering? What areas do you feel most confident? What is an area you might identify as an area to focus on in the next week?
Tell me about your lesson.
What will be the balance between teacher and student talk?
In what ways will you engage students in the learning process?
What will be your learning target?
What might be your evidence of learning?
What might you want your guest teacher to look for?
Prebrief Just Before the Observation:
Host teacher explains what we will observe, the task, Learning Target and evidence of learning. They may identify what it is they specifically would like Guests to "look for".
To the Guest Teachers: What might be something you are interested in looking for? (Refer back to the Instructional Shirfts for the 21st Century Learner, CCSS, Next Gen.,C3, and Reflection Rubrics)
De Brief Conversations:
What are some of your notes on your noticings regarding evidence of learning?
What might be some of your wonderings about what you noticed?
Looking at the Reflection Rubrics, What might you be wondering? What areas do you feel most confident? What is an area you might identify as an area to focus on in the next week?