And so you've made it to the end- that's all there is to it!  If you've gone through the first three parts of this blog series, you know all there is to know about implementing collaborative studies!  

This last post on the blog series is SUPER fun!  This is where we get to think about all of the possibilities of topics and modes of delivery.  The only problem is that the possibilities are actually ENDLESS!!

Have more ideas?!  Share away and let us know how it goes!  ​Together, our ideas are limitless.  Any of the possibilities listed above can be combined, tweaked, stretched, and arranged in a way that makes the collaborative learning experience one that attendees LOVE and remember!  

If you're asking yourself (or the screen), "What are Wonder Walks??", then you definitely need to find out more by seeing my last blog post.  It is there that I explain all of the logistics to Wonder Walks.  So...  click here...  go read the post.... 

And now you might be asking, "And what does the debrief look like?"
Great question!  Remember that the debriefing portion of the Wonder Walks is likely the most important part of the whole process, not only because it holds teachers accountable for their attention to instruction during the observation time, but also because it can encourage deep, thoughtful discussion about quality teaching.  And HOPEFULLY great practices will be replicated across the campus.  This is the best kind of professional development you could ask for:  in-house, student-based, and actionable!   So let's get to it:

Part 1:  Setting Norms
When you begin your meeting, it will be important to set some norms with colleagues.  This should be simple and brief so that you can move on to the "meat" of the meeting.  Begin with the goal of the Wonder Walks.  It might sound like this, "Remember that our goal from wonder walks was to peruse classrooms to glean wonderful instructional strategies and determine ways to replicate or modify these strategies across classrooms."  After the goal has been restated, ask teachers what three or four things the group can agree to as you begin a deep dive into the data collected.  Be sure teachers are stating only positive norms.  For example, "We will share only positive statements", or "We will remain kind and respectful toward colleagues," or, "We will have an open mind..."  Setting norms in this way can help build collective efficacy among staff.

Part 2:  Deep Dive
And now it's time for the MEAT of the meeting!!  There are so many ways that a team can go about diving into the data collected from Wonder Walks.  Any of the instructional strategies from Jim Knight's The Instructional Playbook, or other strategy lists, can be used during this time.  (If that's the case, your deep dive benefits teachers two-fold:  a discussion on practices observed AND experience with modeled instructional strategies that can be used with students!)  No matter the structure or format you choose, this time is spent allowing colleagues to converse and collaborate with partners or teams in an interactive and engaging way.  The best way to get teachers to truly dig deep is to ask the right questions that keep them focused on INSTRUCTION.  Those might sound something like this:

• How do the instructional strategies noticed in other classrooms relate to what you practice in your own classroom?  
• How did these Wonder Walks energize you as an educator?  
• In what ways did you notice students actively engaged in the work they were doing?  How did the teacher make this possible?
• What instructional ideas did you gain from Wonder Walks?  How can those ideas be implemented in your classroom?  What ideas have these instructional practices sparked for your own classroom?
• What is a tool the teacher used that made his teaching more effective for students?
• What language did you notice being used and how did students respond to this language?

You'll want to be certain that you don't leave it up to the questions to do all the work, though.  Migrate, facilitate, and push teachers to dig deeper.  You might even noticed yourself pushing the conversation by simply asking, "And what else??"

Part 3:  Call to Action
While the Deep Dive is the heartiest piece of the meeting, the Call to Action is the most  important piece.  For it is here that teachers decide what it is they will add to (or take away from) their teaching practices.  Just as you asked questions during the deep dive, you'll ask questions as you probe teachers to bring action to their thoughts and ideas.  The questions suggested below stem from the work of Michael Bungay Stanier and promote growth both professionally and personally.

• What's on your mind now that you've taken a deep dive into the data from Wonder Walks?
• What do you want for your own classroom instruction?
• What is at least one thing that you think you will immediately implement in your own classroom?
• What was most useful for you here today?

Pure bliss???  Why, YES!  That is, of course, IF YOU take the next steps to coach teachers to keep doing the great work.  In order for the coaching to naturally take place, you'll want to know what teachers' are taking from the Call to Action.  How could they jot their take-away ideas down in a way that is visible, not only to themselves, but also to you as an instructional leader?  Perhaps you include a form that allows them to request support from an instructional leader before they even leave the meeting.  In this case, get to the teachers that DO request support as soon as possible and begin some coaching conversations with them.  For others that do not immediately request support, give a good portion of time for them to put some of their new ideas in place.  Then make a point to check in with teachers, casually and individually, to see how their new practice has been going.  

I can't wait to hear about how 3+3 equals pure bliss in your schools and classrooms!  Reach out to share how you've found this to be effective!

Oh, the wonderful WONDER WALKS strategy!  Chances are you've heard about something similar to this strategy.  Several schools implement a tool called "Pineapple Charts" as informal PD between and among teachers.  You can find out more about this method HERE!  This method allows teachers to observe colleagues and gain ideas about specific teaching tools and strategies.  "Wonder Walks" are similar in that teachers spend time observing and learning from other teachers.  The difference is that they can go into any classroom, observe any content area, and are expected to walk away with something wonderful they noticed and something they are wondering about for their own instruction.

And when the wonder walks are over?
Great question!  You'll want to be sure that teachers hold on to the notes they take!  This is likely the most important part of the whole process.  After the open period of observations, you'll want to have teachers debrief as a whole.  This is so important, not only because it holds teachers accountable for their attention to instruction during the observation time, but also because it can encourage deep, thoughtful discussion about quality teaching.  And HOPEFULLY great practices will be replicated across the campus.  This is the best kind of professional development you could ask for- in-house, student-based, and actionable!   Wondering what the debrief looks like??  Be sure to check out next week's blog post to learn about 3+3 Debriefing AFTER Wonder Walks!