Virtual Learning Walks

The traditional "Learning Walk" is a professional development strategy by which teachers briefly visit their colleagues' classrooms to observe instruction in action. Learning Walks can be a great way to find some inspiration, to learn about the strategies and tools your colleagues are using, and to organically trade best practices. (You can learn more about Learning Walks from The Teaching Channel, right here!) In recent years, the LPDCs at NVRHS have been facilitating Learning Walks for the staff -- a wonderful practice that is sure to continue for many years to come.

This page represents an effort to capture some of the power of "Learning Walks" using 360 video technology. It's important to note that Virtual Learning Walks are not intended to replace traditional "Learning Walks" -- nor are they able to truly replicate the experience of entering into and observing a real-life classroom. That said, 360 video does enable us to capture snapshots of exemplar lessons that can be viewed, shared, and discussed anytime, anywhere.

Below, you'll find embedded 360 videos of NVRHS classrooms in action. (You can click and drag on the videos to view the entire classroom in 360 degrees -- or, you can use a Google Cardboard headset to create an even more immersive viewing experience.) Each video is accompanied by several guiding questions for consideration that speak to the kind of instruction that is being modeled.

If you would like to contribute a 5-minute snapshot of teaching-in-action to our growing library of Virtual Learning Walks, send an email to cicchinom@nvnet.org!

AP Calculus (first five minutes of an introduction to Slope Fields)

Context:

Class: AP Calculus - First 5 minutes of an introduction to Slope Fields.

Prior Knowledge: Students are familiar with the algebraic and numerical representations of the concept.

Purpose of the 5-minute segment: Help students recognize the dynamic features of a static image.

Pedagogical goals for the brief segment:

1. Allow students to share what they notice and describe visual patterns verbally.

2. Scaffold students' reasoning to help them observe/discover the dynamic nature of a fixed image that represents change.

What the students are looking at: Click here!

Guiding Questions for the Virtual Visit:

- What questioning strategies does the teacher use to promote inquiry?

- What teacher moves encourage students to engage in productive conversations towards the goal of the segment?

Math

Context:

Details and guiding questions forthcoming.