What is the difference between learning walks and instructional rounds

The conversation resulted in a lasting professional practice we call Learning Walks , which has inspired conversations that traditional forms of assessment and evaluation often fail to do. Teachers join two trained Learning Walks facilitators and journey through the morning visiting six to eight classrooms for about 10 minutes each.

During these visits, the teachers generate many interesting ideas, pause for reflection, and learn valuable lessons.

Before each walk, the facilitators make the focus clear. During the classroom visits, they observe the level of rigor, the relevance of the content or skill being taught, and the quality of the relationship the teacher has with the students and the students have with each other. Continuing Students. Need-Based Grant Awards. HGSE Fellowships. Additional Fellowships.

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Resolution on Rights and Responsibilities. Academic Standards and Integrity. Standards of Conduct in the Harvard Community. Committee on Rights and Responsibilities. May 9, 1. Principle 2: If you change one element of the instructional core, you have to change the other two. Principle 4: Task predicts performance. Principle 5: The real accountability system is in the tasks that students are asked to do. Principle 6: We learn to do the work by doing the work. Principle 7: Description before analysis, analysis before prediction, prediction before evaluation.

Describe, do not judge. What were the tasks? If possible, identify the level of the tasks. City, R. Elmore, S. Fiarman, and L.