Full Description
Based on the best-selling book The Three-Minute Classroom Walkthrough, the authors have developed a 90+ minute video component that features original footage of the authors' walk-though process in real schools with real administrators walking through the process. The video content guides viewers through the development of the theory - from Bloom, to Madeline Hunter, to Art Costa, to Stephen Covey, and finally to the authors' synthesis of the walk-through model. Also included in the video content are helpful graphic organizers that help staff developers and viewers transition from content, to reflection, to discussion. Video content is available in DVD and VHS and the Kit includes: the book, a DVD, a VHS, and a Facilitator's Guide to link the video content to the core book.
Contents
PrefaceDedicationAbout the Author of the Faciliator's Guide and Video/DVDAbout the Authors of the BookIntroductionHow to Use This GuideHow to Use the Video/DVDAddtional Resources for Facilitator'sChapter-by-Chapter Study Guide for The Three-Minute Classroom Walk-ThroughWelcome and Seminar Series StarterOpening Activity SS.1: Welcome and BeginningsMini-Lecture Activity SS.2: Goals of Seminar Series and ApproachDiscussion Activity SS.3: OverviewReading and Discussion Activity SS.4: Book PrefaceDiscussion Activity SS.5: ExpectationsHandouts for Series StarterChapter 1 Understanding the Rationale Underlying the Walk-Through and Reflective ApproachOverview Mini-Lecture 1.1: Chapter 1 OverviewDiscussion Starter Activity 1.2: Type of Walk-Through and Follow-UpReading and Journal Exercise Activity 1.3: What is the Downey Walk-Through?Video/DVD Clip and Discussion Activity 1.4: Role of the SupervisorVideo/DVD Clip, Journal Exercise, and Discussion Activity 1.5: History and InfluencesPractical Applications Exercise 1.6: Preparing Staff for a Different Approach to SupervisionClosure Activities 1.7: Plus/Delta and ReflectionHandouts for Chapter 1Chapter 2 Conducting the Walk-Through Observation: A Five-Step ProcessOverview Mini-Lecture 2.1: Chapter 2 OverviewVideo/DVD Clip, Discussion, and Journal Exercise 2.2: Why Do Walk-Throughs?Video/DVD Clip and Discussion Activity 2.3: The Five-Step Observation StructureBook Reading, Journal Exercise, and Discussion Activity 2.4: Language Arts PracticeVideo/DVD Clip and Discussion Activity 2.5: The Five-Step Observation Structure ContinuedBook Reading, Journal Exercise, and Discussion Activity 2.6: The Five-Step Observation StructureVideo/DVD Clip and Discussion Activity 2.7: Demonstration of the Five-Step Observation StructureBook Reading, Journal Exercise, and Discussion Activity 2.8: Mathematics PracticeVideo/DVD Clip and Discussion Activity 2.9: Demonstration of the Five-Step Observation Structure: Ms. Ashley's ClassroomPractical Appication Exercise 2.10: Preparing Staff for Why Walk-Throughs Are of ValuePractical Application Exercise 2.11: Practicing the Five-Step Observation Structure With PeersPractical Application Exercsie 2.12: Conducting a One or Two Practicum of the Five-Step Observation Structure With a Licensed CMSi TrainerClosure Activities 2.13: Plus/Delta and ReflectionHandouts for Chapter 2Chapter 3 Moving Staff to Reflective Inquiry: Focusing on the Reflective Question and ConversationOverview Mini-Lecture, Video/DVD Clips, and Discussion Activity 3.1: Chapter 3 Overview and Value of Reflective PracticeBook Reading, Journal Exercise, and Discussion Actovity 3.2: The First Two Types of Follow-up ApproachesVideo/DVD Clip, Book Reading, Discussion, and Practice Activity 3.3: THe Five Positive Presupposition Phrases of the Reflective QuestionVideo/DVD Clips, Book Readings, Journal Exercise, and Discussion Activity 3.4: The Reflective ConversationVideo/DVD Clip and Discussion Activity 3.5: Demonstration of the Five-Step Observation Structure and Planning an Area for ReflectionVideo/DVD Clip and Discussion Activity 3.6: Demonstration of Reflective ConversationDiscussion and Practice Activity 3.7: Practicing the Reflective ConversationPractical Application Exercise 3.8: Implementing a Staff Orientation Session to Reflective ConversationsPractical Application Exercise 3.9: Using a Reflective Question in a Staff MeetingPractical Application Exercise 3.10: Practice the Reflective Question and Conversation With Two Staff MembersPractical Application Exercise 3.11: Conducting a One or Two Practicum of the Five-Step Observation Structure With the Reflective Question/Conversation With a Licensed CMSi TrainerClosure Activities 3.12: Plus Delta and ReflectionHandouts for Chapter 3Chapter 4 Constructing a Taxonomy of Reflective Questions and Their Use in the Classroom Walk-ThroughOverview Mini-Lecture, Video/DVD Clip, and Discussion Activity 4.1: Chapter 4 Overview and Reflective Question Selection CriteriaBook Reading, Journal Exercise, and Discussion Activity 4.2: Constructing a Taxonomy of Reflective Questions and Their UsePractical Application Exercise 4.3: Indentifying With Staff Criteria that They Would Like Considered When a Reflective Question is Presented to Them for Possible ConsiderationPractical Application Exercise 4.4: Outlining Five Leves of Reflective Questions Around a Teaching PracticePractical Application Exercise 4.5: Conducting Two-Day Advanced Walk-Through Training With a Licensed CMSi Trainer Practice the Five Levels of Reflective QuestionsClosure Activities 4.6: Plus/Delta and ReflectionHandouts for Chapter 4Chapter 5 Establishing Logistical Procedures for Implementing the Walk-Through ProcessOverview Mini-Lecture Activity 5.1: Chapter 5 OverviewReading Jigsaw Activity 5.2: Chapter 5 Reading JigsawVideo/DVD Clip and Informal Reflection Activity 5.3: Preparing Staff to Implement the Downey Walk-Through ModelPractical Application Exercise 5.4: Preparing and Implementing a Staff Presentation on Logistics for Implementing the Downey Walk-Through With Reflective Conversation ApproachClosure Activities 5.5: Plus/Delta and ReflectionHandouts for Chapter 5Chapter 6 Cultivating the CultureOverview Mini-Lecture, Video/DVD Clip, and Discussion Activity 6.1: Chapter 6 Overview and Changing School CultureBook Reading and Discussion Activity 6.2: Reading of Chapter 6 and Informal DialogueClosure Activities 6.3: Plus/Delta and ReflectionHandouts for Chapter 6Chapter 7 Using the Walk-Through Process to Promote a Collaborative, Reflective CultureOverview Mini-Lecture, Video/DVD Clip, and Discussion Activity 7.1: Chapter 7 Overview and Shifting the ParadigmBook Reading and Discussion Activity 7.2: Reading of Chapter 7 and Informal DialogueClosure Activities 7.3: Plus/Delta and ReflectionHandouts for Chapter 7Chapter 8 Determining Whether Walk-Throughs are the Right StuffOverview Mini-Lecture and Discussion Activity 8.1: Chapter 8 OverviewBook Reading, Journal Exercise, and Discussion Activity 8.2: Reading and ResponseClosure Activities 8.3: Plus/Delta and ReflectionHandouts for Chapter 8Chapter 9 Understanding the Walk-Through as a Discursive PracticeOverview Mini-Lecture and Discussion Actvity 9.1: Chapter 9 OverviewBook Reading, Journal Exercise, and Discussion Activity 9.2: The Supervisory ParadigmClosure Activities 9.3: Plus/Delta and ReflectionHandouts for Chapter 9Chapter 10 Linking the Walk-Through Process to a Model of Teacher GrowthOverview Mini-Lecture, Video/DVD Cliip, and Discussion Activity 10.1: Chapter 10 OverviewBook Reading, Journal Exercise, and Discussion Activity 10.2: The Life-Cycle of a TeacherClosure Activities 10.3: Plus/Delta and ReflectionHandouts for Chapter 10Ways to Organize the SeminarsSample AgendasSeminar Series Evaluation Sample
