Bringing Teacher Learning To Life - courageous Teaching Using Peer Learning Labs to elevate efficacy - PEBC
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Bringing Teacher Learning to life Courageous Teaching Using Peer Learning Labs to Elevate Efficacy By Annie Patterson and Timeri Tolnay
Table of Contents
Page
Executive Summary 1
About the Authors 4
Contents
Responding to a Need 5
Peer Learning Labs in Context 9
Preparation 15
Lab Day 17
Peer Learning Lab in Action 20
Follow-Up 26
Benefits of Peer Learning Labs 29
Conclusion 38
References 40
© 2015 PEBC. All rights reserved.
1 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Executive Summary
Educators today are
challenged to respond
development focused at
the classroom level on
Peer Learning
simultaneously to changing student learning. Collegial Labs:
laws, standards, and conversations about
initiatives that define the classroom observations • Increase teacher
work of the profession at enable teachers to access effectiveness and thereby
the state and national level. ideas, uncover strategies, student achievement
New standards, including and identify resources.
• Provide job-embedded
the Common Core, give us The Peer Learning Lab
professional learning,
an opportunity as a nation to structure advances school-
within the context of a
name what students should based initiatives by creating
school or district
know and be able to do as opportunities for data
they prepare to enter the collection and analysis, as • Offer differentiated
workforce and college. In participants study formative support to teachers across
this climate of high stakes assessments and student the span of their careers
accountability, every aspect work. Peer Learning Labs
of a teacher’s practice is now create a forum for the • Heighten a faculty’s sense
under the microscope. authentic learning teachers of their own collective
need to experience in order efficacy
Teacher effectiveness to grow their instructional
remains the single most practice.
powerful influence on
student achievement. To Peer Learning Labs are one
this end, educators need such professional learning
ongoing, rigorous learning structure: labs support
opportunities to continuously teachers’ professional
hone their instructional growth, facilitate
practice. Real changes in collaboration, and inspire all
instructional practice come to improve their instructional
about through professional practice.
2 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
“The hard lesson we have gleaned from analyzing
various waves of education reform is that it doesn’t
matter what happens at the national, state, or
even district level unless change takes place at
the building and classroom levels, improvement is
unlikely.”
(Thomas R. Guskey, JSD Winter 2005 vol. 26, No. 1 p.40.)
Teachers Answer their own Critical
Questions
How can I best support all learners in
meeting and exceeding new standards?
What key instructional practices will lead to
improvements in content knowledge, skills,
and student engagement?
How will I know whether my instructional
decisions are making a difference for
student learning?
How can I ensure that all students achieve
at high levels?
In what ways can I continue to grow my
practice?
3 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Our task as educators is to At the Public Education & setting. These inquiry-based
find answers to these critical Business Coalition (PEBC), observations are designed
questions through our daily we work side by side with as opportunities for teachers
classroom practice. To this educators to implement to improve their practice
end, Peer Learning Labs research based instructional by observing colleagues in
provide for collaboration practices and provide action, and participating
with purpose. As teachers customized, on-going in structured debrief
observe colleagues in their professional learning at the discussions facilitated by a
own school setting, name district and school level. For skilled staff developer.
best practices, examine over three decades, PEBC
student work, offer insights, has based its professional Throughout this document
and puzzle together over development on the tenant, we have included resources
student misconceptions “Seeing is Believing.” to support the work
and breakthroughs, they When teachers visit the of classroom teachers,
grow their own instructional classroom of a colleague instructional coaches, school
practice, forge meaningful and observe students and district leaders as they
relationships with colleagues, diving into intellectually open doors and leverage
and, as a result, their challenging tasks and change through Peer
commitment to teaching and engaging in high levels Learning Labs. Our hope is
learning is strengthened. of discourse, they come that this document will serve
Teachers engaged in rich away from the experience as a guide for thinking about
professional development of with new insights about creating Peer Learning Labs
this nature remain dedicated instructional practices they anchored to Professional
to their work in classrooms. might transfer to their own Learning Communities that
support learning at all levels.
In This Document, we have included:
Specific ways Peer Learning Labs support Professional Learning Communities
as an effective structure for improving teacher practice and student learning
Recommendations for implementing Peer Learning Labs including the components
of a Peer Learning Lab: Preparation, Lab Day, and Follow-Up
A vignette of a Peer Learning Lab in action
The important role Peer Learning Labs play in an inquiry cycle
to support systemic professional learning
4 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
About the Authors
In 2002, authors Annie the implementation of Peer energy of the students, to
Patterson and Timeri Tolnay Learning Labs. see and hear firsthand the
refined an existing PEBC instructional moves that
lab classroom format and After hundreds of hours generate students’ deep
began working with school facilitating professional understanding. Both Annie
based Peer Learning Labs. learning through labs, and Timeri continue to
Throughout this document, Patterson and Tolnay promote teacher learning
they have included saw the profound impact with Peer Learning Labs:
resources to support the Learning Labs have on Annie serves as a Senior
work of classroom teachers, improving teacher practice. Director of Education with
instructional coaches, They believe every PEBC, while Timeri most
and school and district educator should have the recently served as the Vice
leaders, to open doors and opportunity to learn in President of Inquiry by
leverage change through a classroom, to feel the Design.
Annie Patterson Timeri Tolnay
5 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Responding
to a Need
6 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
In thriving classrooms, “cellular isolation,” and new to colleagues, inviting them
teachers and students research from The MetLife in to observe instruction in
cultivate creativity, pursue Survey of the American action, as they collectively
deep questions, and Teacher in 2012 shows that investigate what it means to
engage in critical thinking to not much has changed in teach and learn. A benefit
generate understanding. In the last thirty-five years: of this type of collaborative
order for learners to achieve 90% of teachers continue to teacher learning is that
at high levels, their teachers spend their days in school participating teachers
need opportunities to separated from their peers increase their collective
observe, explore, examine, (MetLife, 2012). Participating efficacy, their belief that they
and research effective in Peer Learning Labs creates can ensure that all students
instruction. Opening doors authentic opportunities achieve at high levels.
through structured Peer for teachers to share their
Learning Lab observations work, solve problems As Carol Dweck notes in her
represents an important collaboratively, and inspire book, Mindset, students with
shift away from teacher peers to grow as teachers a growth mindset — those
isolation toward a shared and learners. who believe that intelligence
understanding of best is something you learn, not
practices in action. Learning involves making something you are born
one’s self vulnerable: asking with — are more willing to
questions, taking risks, struggle with challenging
Collective reflecting on both successes tasks and are more
Efficacy and failures. The same is comfortable with taking the
true for effective teaching. It intellectual risks necessary
Typically, teachers work alone
takes courage for teachers for learning. A growth-
for most of the 50 hours they
to explore big questions minded teacher pushes her
spend each week, managing,
about teaching and learning, practice and finds ways to
instructing, grading,
questions that challenge address individual students’
planning, and differentiating
everything they know, learning needs. Participating
instruction to meet the
questions like, “What does in Peer Learning Labs creates
wide range of skill levels
student understanding look authentic opportunities
and needs of their students
and sound like? And, “How for teacher learning as
(Marvel, Lytelr, Peltola,
do I support all students to they share student work,
Strizek, & Morton, 2007). In
achieve at high levels?” solve problems of practice
1975, Educational sociologist
collaboratively, and inspire
Dan Lortie described
the traditional classroom Courage peers to grow as teachers
and learners.
environment as a form of It also takes courage for
teachers to open their doors
7 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
“It is clear that closed classroom doors will not help
us educate all students to high levels. It is also
clear that what happens in classrooms matters
for student learning and that we can do more
together than we can do individually to improve
learning and teaching.”
(City, Elmore, Fiarman, and Teitel, 2009, p.3)
Teacher our schools, ensure that the
collaborative efforts focus on
Peer Learning Labs are
grounded in the work
Learning in the right work, and support of Professional Learning
the Classroom educators as they build their Communities but take
capacity to work together that work further, situating
For the past decade, rather than alone.” (DuFour, teacher learning right
educators have been 2004). While these focused alongside the student
working to increase forums for collaboration are learning taking place in
teacher efficacy through essential, they often occur the classroom. The lab
collaboration in Professional outside of the classroom - format offers participants
Learning Communities. Rick after school, at a conference, time to focus on student
DuFour offered us a rationale or away from actual students. understanding as the result
and structure for Professional
Learning Communities;
teachers use these forums to
discuss instruction, look at
evidence of student learning,
and collaborate about their
work. DuFour argued, “In
order to establish schools
in which inter-dependence
and collaboration are the
new norm, we must create
the structures and cultures
that embed collaboration
in the routine practice of
8 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
of an unfolding lesson
and then deconstruct the
instructional moves that
made an impact.
Peer Learning Labs are a key
The Role of
opportunity for teachers’ Leadership
professional learning. The
classroom is the place where School leaders’ participation is an
the nuances of planning, essential ingredient in the success of
instruction, and assessment systemic, school wide, professional
come together. Doug learning focused on student growth.
Reeves points out, Peer Learning Labs offer school leaders
“observing professional a forum where they can bring coherence
practice in action has been to new standards and calibrate a vision
a missing link in professional of quality instruction and formative
development in this assessment.
country.” (Reeves, 2010, p.81)
Leaders know that for teachers to
Indeed, the observational
effectively implement new initiatives,
component of Peer Learning
teachers need time and resources to
Labs within a professional
engage in learning at the school site. As
learning community, framed
principal Jerry Becking from Burns High
by a facilitated structure with
School in Wyoming points out, “I’m only
shared norms:
as good as my teachers. I need to model
• supports adult learners to learning while creating a compelling
envision new practices; case for improvement.”
• motivates teachers to
try out and transfer new
instructional techniques;
• increases teacher efficacy teachers working in isolation Learning Labs are a useful
and effectiveness. cannot produce the same professional development
results as interdependent model for building
The professional learning colleagues who share professional community
community movement and develop professional while promoting teachers’
has taught educators that practices together (Garmston growth.
“a collection of superstar & Welman, 1999, p.18).” Peer9 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Peer Learning
Labs in Context10 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Peer Learning Labs are not attempting to address new of the inquiry group return
a stand-alone professional policies. Through the entire to their own classrooms
development offering; they inquiry process, teachers to implement some of the
serve teachers best as part of read educational research practices observed. They
an inquiry cycle. and professional texts collect student work, assess
together about their shared students’ learning, and then
To launch an inquiry area of focus. Participating share those insights with
cycle, teachers meet to teachers discuss classroom colleagues. The entire cycle
explore a shared question applications and try out of inquiry then continues:
about improving student innovative practices. the group hones or expands
achievement within their When ready, a member of their inquiry question;
school context. The inquiry the inquiry group invites goes on to read additional
questions may arise colleagues to observe their research and professional
from patterns and trends instruction in the context of a texts, and different teachers
observed in school data, in Peer Learning Lab. come forward to host Peer
response to new standards, Learning Labs around other
while implementing Following the Peer Learning areas of focus.
new curriculum, or Lab experience, members
Determine Learning Focus
Examine the Data
Notice patterns & trends in formative & summative data
In what area(s) do we need to increase student achievement?
What instructional areas will we target? Engage in Research
Immerse & Study
Read relevant research & professional texts
Engage in collegial conversations
Share Insights with Colleagues Participate in PEER LEARNING LABS
Make your thinking public
Host a PEER LEARNING LAB
Share innovative practices & student work
Professional
Learning
Inquiry Cycle
Share Learning &
Make an Action Plan
Reflect Name the researched base best practices
you will implement
Share student work What do you want students to know & be
Did the instructoral shift make a able to do?
difference in student learning? How will you gauge success?
How do you know?
Implement
What new thinking arose?
Try new instuctional practice
Collect evidence of student understanding11 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Participating in a Peer Learning Lab
Participating in a Peer
Learning Lab is like
embarking on a voyage in a
glass-bottom boat. From this
unique perspective, being
in the classroom, but not of
it, observers gain greater
insight into the complexities
of teaching and learning.
In the way that a glass-
bottom boat can help us
see life under the sea,
Peer Learning Labs help
us look more deeply at a Photo Credit: James Creighton
teacher’s use of instructional
techniques to nurture student A Peer Learning Lab, shared vision of what student
understanding. These like a glass bottom understanding looks and
voyages offer participants boat, is simply a vehicle, sounds like, as well as time
an opportunity to leave not a destination. The to reflect on the instructional
their individual reef system, destination to which we are strategies that facilitate that
and enter the viewing all navigating is increased understanding.
cabin of the glass-bottom student understanding and
boat to dwell in the achievement. The Peer This process of observing
classroom of a colleague. Learning Lab is simply a and deconstructing best
Through observing the vessel that can help us move practices helps teachers
world of another, teachers there faster, collectively articulate how to adapt
envision new possibilities and more efficiently. The instructional techniques
for their own classrooms. “lab” structure is based to improve student
Collaboration through on a three-part framework achievement in their own
Peer Learning Labs offers guided by a skilled facilitator: classrooms. Being in
educators the chance to a prebrief, an observation, the classroom is a three
engage in highly effective and a debrief. Using specific dimensional experience
professional development in protocols, this format that can’t be replicated
the most important setting: provides teachers with through video observation.
the classroom itself. a process for building a Participants have the12 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
opportunity to experience to learn from the ways after the observation, allows
a lesson: to feel the energy students interact with participants to deepen
of the students, the flow each other. Situating their understanding of
of time, to notice how the professional learning inside best practices and then to
physical arrangement and a real-time classroom with implement their new learning
organization of materials structured, well-facilitated for the benefit of students.
supports student learning, conversations before and
“Being a guest in someone’s classroom is priceless.
Excitement resonates through my veins as I begin
to capture, develop, reflect and create ideas of
my own for my own classroom. Being able to step
into an already made classroom and view the
events live allows me to absorb all the information
(visually, auditorily, and kinesthetically), which goes
above and beyond most workshops for teacher
professional development. As an observer, I
entered the lab experience as a dry sponge and
upon completion I left time and again sopping wet
with ideas and strategies to try within my own
classroom. It was because of the ‘live’ experience of
observing a classroom in action that made such an
impact on my teaching. I could see the difference
between their classroom and mine, I could hear the
differences, and I could experience the environment
and atmosphere. This allowed me to visualize my
current practices and sharpen my vision to align
with my beliefs.”
— Candice Halligan, Burns Elementary School, Burns Wyoming13 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Our Beliefs about Teaching
and Learning
1. We get smarter together. Learning happens when we build
trust and develop collegial relationships.
2. We’re never done. Our job as a teacher is to be the Lead
Learner. We always have more to understand about students,
about teaching and learning, and about our content. Teachers
who have intellectual lives of their own foster the intellectual
lives of their students.
3. Seeing is Believing. Observing a colleague opens the door to
new possibilities. It shifts our expectations as we “reimagine”
what is possible in our own classrooms and dissect student
learning at the core.
4. Inquiry Matters. We are driven by our questions. We examine
student data, read research and professional text about best
practices, try out those best practices in our classrooms,
examine the resulting student work, and ask new questions
starting the inquiry cycle again.
5. Understanding is the Goal. We are teaching children to think
strategically and critically as they grow their understanding and
develop new insights about content. Understanding continues
to expand as we learn with and from students and colleagues.14 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
The Process of a Peer Learning Lab
Experience
Effective Peer Learning Labs require careful preparation, a well-facilitated lab experience, and
deliberate follow through. The components of a Peer Learning Lab include:
Preparation Lab Day Follow-Up
Pre-Planning / Coaching Prebrief Follow-up on-site
Host Letter to Participants Observation Coaching for Participating
Teachers
Debrief
Components of a Peer Learning Lab
Observation Debrief
Allows observation of “Weaves” pieces of
PEBC strategies in the learning process
Pre-Brief context together
Allows participants to Allows for collegial
Outcomes
Gives focus
observe colleagues conversations School-wide Goals
Provides background with the same student and Practices
information Provides valuable
population facilitating
feedback for host Improved
Establishes transfer
teacher Professional Practice
expectations Allows for focused
Facilitates Strengthened
Develops community observations of
professional Professional
students engaged in
reflection Collegiality
learning
Improved Student
Acheivement
The Evaluation Center UCD, 200815 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Preparation
The lesson featured on lab will know what evidence of
day needs to be intentionally student learning to focus on A Peer
planned. In advance of the during the observation.
observation, the lab host
Learning Lab
writes a letter to participants in Action:
Host Letter to
to orient observers to the Preparation
Participants
classroom.
Before hosting a Peer
After planning the lesson,
Learning Lab, teacher
Coaching and the host writes a letter to
John Nolan of Alameda,
Pre-Planning lab participants sharing
California meets with
their inquiry question
his facilitator, Timeri, via
Prior to a Peer Learning and naming how they are
email, on the phone,
Lab, the host teacher striving to improve student
and in person at a coffee
receives support from achievement. The letter also
shop the night before,
an instructional coach, includes the context of the
to discuss the plan for
department chair, school class, a description of the
the lesson. During
administrator, or someone unit of study, a sketch of the
these conversations,
charged with overseeing lesson plan for the day, the
Timeri listens to John
instruction, to plan the best intended learning targets for
describe his lesson plan,
possible lesson for lab day. the period, and assessment
and is able to ask him
Coaching conversations strategies for determining
questions to uncover
prior to the lab help the lab success.
his rationale for the
host clarify student learning
instructional decisions
targets, evidence of student Part of the Coaching and
he is making. Her
understanding, and to Pre-Planning should focus
questions help him
select instructional practices on the creation of the host’s
articulate his learning
to achieve those goals. letter. The instructional coach
targets, and tie his
Articulating instructional reads one or more drafts
instructional strategies
decisions helps the host link of the letter, and provides
to the professional
best practice research from feedback, taking advantage
reading he has been
their inquiry cycle work to of opportunities to challenge
doing. As a result, he
actual student instruction. the lab host to think more
is better able to explain
Planning with the end in deeply or flexibly where
his work in his letter to
mind helps guide the debrief, appropriate.
the visitors.
ensuring that lab participants16 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Dear Visitors,
Thank you for visiting this class. I’ve appreciated the opportunity to participate in this series
of learning labs as we learn together to think about how to support our students. I am in
the middle of a magazine study of non-fiction writing. As part of this study, each of my 10th
grade students will write a magazine article modeled after the ones we read in class. During
this study, I especially want to get better at supporting my students to do the thinking
and the talking. I feel this is important for my culturally and linguistically diverse learners
because many of my students don’t feel comfortable speaking up in mainstream classes,
or if they do, it is in a non-academic way. So that’s why I have a daily routine of teaching
academic vocabulary, and also why I try to create as many opportunities as possible for my
students to speak. They have a pretty good handle on social discourse, so I’m trying to
facilitate more academic discourse.
My learning targets focus on the ways I want my students to be able to notice specific
writing strategies used by the author for leads, transitions, and subheadings. This way
when students are writing their own magazine articles, they can employ these techniques
themselves. I will confer with students to learn from them about what they notice in the
model text and what they think about the exemplar.
In order to facilitate this student discourse, I’m focusing on keeping my questions open-
ended, directing the questions toward how students talk to others when they are in groups,
making sure everyone gets called on—according to a random system instead of calling on
students punitively. Also, in reading Steven Reinhart’s article, “Never Say Anything a Kid
Can Say!” I was reminded of the need to give proper wait time to students trying to share
before moving on, and of the need to pose the question to the whole class, with wait time
before calling out a student’s name. Another interesting tip I saw in the article that I’ve
been trying to practice is giving standard, non-judgmental responses instead of gushing
over or disapproving of or appearing indifferent to various remarks. Also, I want to focus on
asking several students what they think about a question, or what they think about others’
responses to a question, facilitating more of a discussion off of individual student responses.
For the lab today, please help me gather evidence of the following:
• students engaging in academic discourse;
• students’ ability to notice and name writing strategies: leads, transitions, sub headings;
• my own facilitation of student talk.
Thank you for participating in my Peer Learning Lab today.
John Nolan
High School English Teacher
Island High School
Alameda, California
3-17-201017 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Lab Day
Peer Learning Lab day
includes three parts: a
pre-brief, a classroom
observation, and time to
debrief. Well-structured
discussion protocols are
used to ensure all teachers
participate, and the
discourse is positive and
respectful. This format allows
host and participants to dig
deep into the combined art
and science of teaching in a
non-threatening environment;
through this structured
opportunity to collaborate,
the group is able to better
understand the links between
instruction, assessment, and
student learning.
The day of the lab requires
some logistical planning:
participants need release
time from their own
instructional duties, and
the group needs a place
to meet before and after
the observation. A well-
structured lab day allots
ample time to the pre-brief,
observation and debrief,
often an hour before the
observation, and 90-120
minutes after.18 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Building Trust: The Importance of
Skilled Facilitation
Peer Learning Labs are grounded in inquiry. The facilitator is responsible
for creating and sustaining a collegial community engaged in productive
learning conversations. To this end, the facilitator needs to promote an
even playing field, where all teammates are of equal status as they come
together around a shared question of practice to observe peers, look at
student work, and expand their repertoire of skills. The Peer Learning Lab
is simply another text, a shared experience offering one vision that can
inspire participating teachers to continue to explore the links between
planning, instruction and assessment.
The most essential ingredient for a successful Peer Learning Lab is trust.
To ensure the focus of the lab remains on patterns of learning in general,
not on the host teacher personally, facilitators must be trained and
conscientious about maintaining a spirit of collegial inquiry. Using prebrief,
observation, and debrief protocols ensure an emotionally safe experience
both for the lab host, as well as the participants. If not carefully facilitated,
labs can descend into unproductive public coaching, mere showcasing of
an expert, a group evaluation of an individual teacher, or excuse-making
that justifies tolerance of the status quo. Any of these undermines the
spirit of the Peer Learning Lab.
Reflective, humble and striving – these qualities mark an effective lab host;
to cultivate these, the facilitator needs to avoid casting the host in the
role of the “expert.” The strongest Peer Learning Labs include up-front
and follow-up coaching for the host by the facilitator; yet the facilitator
should avoid engaging in coaching conversations with the host in front of
the other lab participants. In these ways, a facilitator can ensure safety and
esteem for all involved.19 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Pre-brief well as describes what he has • help students grapple
been wondering about and successfully with complex
Prior to the class reading professionally. texts
observation, participants and
the lab host gather with the Based on the information • use rituals and routines to
lab facilitator to prepare for provided by the host, establish classroom culture
the day’s learning. During participants each choose
an area of focus, a question • foster meaningful whole-
the pre-brief, Timeri, as the
they have about their own group discussions
facilitator, clearly explains
the purpose of the Peer practice. Those might
• motivate and engage
Learning Lab: to better include how to:
reluctant learners
serve our students and to
• address standards
achieve the goals we have • scaffold successful group
determined. John, the host work
• differentiate for diverse
teacher shares his letter, as
learning needs
• ask open-ended questions
Norms for Observation
• Silence is golden. Honor the existing classroom tone, structure, and
community.
• It is not your turn to teach. Remember that you are a visitor in the classroom.
If students try to engage you in conversation, redirect them: “What would
you do if I wasn’t here?”
• Be an active observer. Note not only what the teacher is doing, but move
around, lean in, listen in to the conversation between students, and the
conversation between teacher and student.
• We are not here to critique the teacher, but to learn from him/her.
• Generate further questions, connections, and extensions to your own work.
• Take responsibility for bringing back your recorded observations to the
debrief session. These notes are a way for you to hold your thinking and
make connections to your own classroom practice.20 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
• facilitate student taking notes around their host shares the student work
independence named focus area(s), or collected during the class
problem(s) of practice. As period to serve as evidence
• teach the writing of text- observers, the group of understanding. The group
based argument moves about the classroom helps the teacher analyze the
during individual work time, work; determine questions
• harness the power of
leaning in to hear student and possible next steps for
metacognition through
conversations and observe instruction. Participants
frequent reflection
learners’ work. Participants ask questions of the host,
are encouraged to take and each other, exploring
• assess learning targets
notes about what they see the big questions that
As a group, participants and hear as evidence of have arisen throughout
talk through how they will effective teacher moves the morning. The group
gather evidence of their and student learning. These tackles these together,
focus throughout the notes will serve as data for engaging in inquiry-based
observation. The facilitator the conversation when the dialogue about teaching and
reviews observational norms group comes back together learning. Finally, participants
and the purpose of the to debrief. name their “take aways” —
lab. The facilitator and the what they’ve learned from
host answer participants’ Debrief the Peer Learning Lab overall
questions. — that they will carry back to
After the observation, the and implement in their own
facilitator leads the group classroom setting.
Observation
in describing what they
As a group, participants each noticed, given their
observe one class period, individual focus. Next, the
Peer Learning Lab in Action: Lab Day
Six language arts teachers from the Alameda Unified School District gather together
at 8:00 a.m. over bagels and coffee in anticipation of visiting John’s classroom. The
school has provided them with half-day substitutes so that they can learn in the
classroom of a colleague, with ample time for conversation about best practices
before and after the observation visit.21 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Pre-Brief which helps everyone clue questions emerge about
into the importance of how to support culturally
As the facilitator, Timeri instituting daily checks for and linguistically diverse
sets the stage for the understanding. students:
observation by offering
“Why did you choose • How can we help English
participants time to read
this article, ‘Penitentiary language learners with
John’s lab host letter. Next,
Chances’?” another their writing?
the group asks clarifying
questions, “What is the teacher inquires. John • How can we promote
one thing you are really explains that he teaches in student inquiry?
hoping your students learn an alternative high school,
and many of his students • What does it take to
today?”
idolize some of the engage all in high quality
John responds, “Well, I celebrities discussed in the discourse?
think there are actually two article. He wanted to find
a piece of non-fiction text John is the first to admit
things. I want students to
that was culturally relevant, that he doesn’t have it all
learn the new academic
but challenged students figured out and invites the
vocabulary of the day first;
to see a different side of group to seek answers
and later, to be able to
life. The article explores to those questions as
notice signpost words as
the downside of rappers they observe him and his
they read the assigned
doing time. “Penitentiary students at work.
article, ‘Penitentiary
Chances.’ I’ve noticed in Chances” would serve as
Timeri rounds out the
student writing that they a model magazine article
pre-brief by setting norms
lack a decent command of that later students would
for the observation. She
the use of transitions, so emulate when writing their
describes the importance
we are going to read this own non-fiction article.
of being respectful of the
exemplar text like writers.”
After this orientation to classroom culture that
the classroom context John has created and asks
Another teacher poses a
and the day’s lesson the group to act as silent,
probing question, “How
plan, Timeri turns to the engaged observers. “It
will you know whether
participants, asking about is not our turn to teach,”
or not they’ve learned
their learning focus for the she says of herself and
these things?” John
day. As each participant the visitors. “Our job is to
goes on to explain
identifies their personal listen and learn from the
some of his methods for
observation focus, shared students, and from John.”
formative assessment,22 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
So take this observational also explore connections about the article, related
time for yourself as a to your classroom practice to his stated focus: “How
learner to think through and what you may want did the author connect the
the nuances of classroom to adapt from John’s story together?” Students
practice, maybe even classroom today.” struggle to answer this
collect questions you question.
might have for John in the Classroom
debrief.” Observation Debrief
Finally, Timeri models for Observers silently enter the After the classroom
the group a method for classroom, notebooks and observation, lab
taking notes: she invites pens poised, as students participants move to
participants to record begin with independent a separate room to
the teacher moves and writing. John moves onto debrief. John is able
evidence of student a vocabulary routine, to join the group, as his
learning they observe, and then asks learners to principal has arranged
to collect the evidence work in pairs to analyze for a colleague to cover
John requested, as well a text. John asks many John’s class for the next 90
as evidence around their open-ended questions minutes.
own area of focus. She to encourage students The debrief begins
describes the importance to engage in the article: with reflection, time for
of taking notes, “I want “Who do you recognize in participants to review
you to be grounded in these pictures? What do their notes and highlight
descriptions of actual you notice about how the key practices linked to
classroom practice, article is written?” their focus. Timeri invites
and to be able to name
the group to do a “quick
specifically what you Students move into
write” synthesizing their
see and hear, instead of small groups to read the
individual thoughts after
speaking in generalities. article more carefully, and
the observation. Next,
Your notes will become the annotate the author’s use
participants take turns
data we use in the debrief of signpost words. As
sharing aloud what they
as we tease out not only students work in their small
each noticed. Timeri
John’s lesson today, but groups, John confers with
captures these
instructional practices students to support them
observations by recording
in general that lead to with the task. John closes
them on a chart, so that
student understanding. the period with a whole-
John may have them to
During the debrief we will group reflection question
share with his students.23 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Noticings from John’s Classroom
What So What Now What
We saw and heard.. Why it matters The implications
for student for my practice..
understanding..
“I saw each pair of High level of student I need to consider the role
students reading the engagement because of choice when designing
assigned article in different students had choice in who my lessons.
ways: some were reading their partners were and how
aloud to each other, some they read together.
were sitting next to each
other and annotating as
they read silently.”
“I heard students It was more interesting for This was an example of
discussing their students to study “sign discovery learning through
background knowledge post” (transition) words mentor texts.
about the rappers in the through the reading of a
article as they identified culturally relevant article
sign post words, which was than it would be through
the learning target John the reading of a grammar
was aiming for.” book.
“I heard John say, ‘say John could have accepted Every time a teacher
more about that...’ to the student’s first response, repeats what a student
a student during the or repeat it, but instead he says, the rest of the class
reflection at the end of probed to get the student learns that they don’t have
class.” to say more about her to listen to each other. In
thinking. this example, John
demonstrated interest in
hearing the student’s idea
and pushed the learner to
elaborate.24 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Once everyone has the • “I am committed to • “I tend to default to
chance to share what they using more open- round robin reading, or
noticed linked to student ended questions to I read the text aloud to
understanding, Timeri really get my students my students. Watching
transitions to asking John thinking. Repeating John give the class
specific questions about the answers just different options for
the lesson. She invites the discourages them reading helped me
group to share what they from listening to one think about other ways
are wondering about at another.” to get kids reading
this point in the debrief. that will address
• “I want to choose diverse learning needs.
Questions from more culturally
participants included: relevant texts. It • “I am walking away
was obvious that with a newfound
• What do you do these students had appreciation for just
to help struggling a lot of background how valuable this
students? knowledge about the time is to connect
rappers in the article. I together as colleagues
• How do you see how starting with a and talk about our
differentiate for more culturally relevant work with students. I
struggling learners? text can be a gateway can’t remember ever
into helping students being afforded this
• What are the goals of
begin academic work.” opportunity.”
this magazine unit?
John responds to some
of the questions, and the
group grapples with the
issue of differentiation.
Finally, participants share
their new learning, what
they will take away and
try from the day:25 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Ensuring Authenticity with
Mindful Facilitation
A key role of the facilitator is to create and sustain a tone of genuine inquiry.
Facilitators begin this process by establishing norms with the group around
having honest, open conversations. Honest conversations stem from a place of
curiosity, where questions are posed in the spirit of exploration versus advice or
judgment. Facilitators share these open questioning techniques and model them
throughout the lab process to ensure that all participants’ comments remain
descriptive and not evaluative. Rather than saying, “I liked how twelve students
asked questions,” or “I wondered why eighteen students did not ask questions?”
facilitators encourage participants to share data free of value judgment, as in,
“I counted twelve students who asked questions.” Non-judgmental sharing of
data grounded in what participants saw or heard leads to rich discussions about
why some students may have shared, why others may have chosen not to, and
what a teacher might do to encourage all students to participate. These inquiry
based conversations offer participants an opportunity to reflect on dilemmas and
solutions in their own context and explore new possibilities.
Participants need to feel challenged during a lab and buoyed up by the end. By
presenting or responding to data from an inquiry stance, facilitators can uncover
participants’ beliefs in order to collaboratively explore some of the classroom
challenges they each face. Well facilitated Peer Learning Labs are opportunities
to uncover and dissect that which disturbs educators about teaching, and to
explore together possible solutions to the myriad challenges educators face
alone in classrooms every day.
Sometimes lab lessons bomb. Yet with apt facilitation and the support of
colleagues, the host teacher is still able to reflect on what didn’t work and
problem solve with the group. Ultimately, the task of the facilitator is to cultivate
space for authentic questioning and rich, reflective dialogue, inspiring teachers
to make their thinking public in order to refine their instruction and better
promote student learning.26 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Follow-Up
The most effective Peer springboard for ongoing were inspired to implement
Learning Labs are nestled in professional learning. For the same curriculum unit that
inquiry cycles that support example, after participating John was implementing, The
ongoing professional in John’s Peer Learning Lab, Magazine Study, to weave
learning for all participating some teachers became more nonfiction into their
teachers. Communication interested in studying English classroom. Others
between the Peer Learning Reading Don’t Fix No were motivated to begin
Lab facilitator and each Chevys by Michael Smith working with Timeri,
participant’s instructional and Jeff Wilhelm, as they their instructional coach,
coach or administrator were curious to investigate to prepare to host Peer
will ensure that the Lab the unique reading interests Learning Labs in their own
experience serves as a of adolescent boys. Others classrooms.
The History of Learning Labs
In the mid 1980’s, Ellin structured discussions Building off of the tenet,
Keene and Stephanie facilitated by PEBC “Seeing is believing,”
Harvey developed lab instructional coaches. PEBC staff developers
classrooms in Denver These reflective, highly Chryse Hutchins, Lori
area schools as a skilled lab hosts acted Conrad, Missy Matthews,
foundational aspect as “lead learners,” and Kristin Venable
of their work at the experimenting with and created a lab network to
Public Education & modeling research-based support the development
Business Coalition. The instructional practices. of lab hosts and the
first lab classrooms Before opening up their use of protocols for
were designed as classrooms, lab hosts learning with and from
opportunities for worked closely with a lab classroom teachers.
teachers to improve their PEBC instructional coach PEBC continues to
practice by observing to study pedagogy, offer “expert labs”
more experienced test out new ideas in of this nature as part
teachers (lab hosts) in their classrooms, and of their professional
action and participate in refine their instruction. development offerings.27 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
In 2002, when Denver and successes they are model soon spread to
Public Schools adopted experiencing? the Math Department,
a new English Language and eventually was
Arts curriculum, PEBC • How can we support implemented to support
instructional coaches the implementation all teachers school-wide.
Annie Patterson, Brooke of research based
instructional practices From its beginnings at
O’Drobinak, and Timeri
Lake, Peer Learning Labs
Tolnay were charged with across the school?
spread throughout the
providing professional city. Denver Public School
• How can we highlight
development at Lake central administrators
the classrooms that
Middle School to support implemented Peer
are making progress
the new adoption. Learning Labs to help
with new pedagogy,
They were tasked with teachers in a given
and make sure that
supporting teachers quadrant of the city share
others don’t fall too
to implement this new their work and learn
far behind, or continue from one another. Local
curriculum, and help
to do what they have private schools, including
them figure out how
always done at the Arrupe Jesuit High
to adapt it to best
expense of student School, adopted the
serve special education
learning? model to support the
students, mainstream
implementation of shared
learners, gifted and
At Lake, the instructional instructional practices
talented children, as coaches organized and across content areas.
well as second language facilitated teachers Even local colleges
learners. Striving to observing their peers and universities got on
support teachers in using (usually within the same board: Metropolitan
the district’s research- school or professional State College of Denver
based pedagogy with learning community), and facilitated Peer Learning
Lake’s largely at-risk debriefed the observation Labs for teaching
student population, the with a structured, credential candidates in
instructional coaches facilitated discussion. First the local urban districts
wondered: implemented to support where their graduates
the district’s new work in aspired to work. The
• How can we provide English Language Arts University of Colorado
teachers time to at Lake Middle School, at Denver hosted Peer
discuss the challenges the Peer Learning Lab Learning Labs to help28 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
their Master’s level From Denver, Peer practices, PEBC staff
students studying Learning Labs as a developers have brought
English Language structure for job- Peer Learning Labs to
Acquisition. Additionally, embedded professional schools in California,
Boettcher Teacher learning, spread to other Kentucky, Wyoming,
Residency, a rigorous parts of Colorado, and Washington, D.C. and
preparation model, then throughout the beyond.
integrates Peer Learning nation. Partnering with
experiences into its schools and districts
teacher licensure program. around the country to
elevate instructional29 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Benefits
of Peer
Learning
Labs30 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
In 2008, the PEBC contracted collegiality. The lab process Peer Learning Lab
with the University of was viewed as effective participants, including
Colorado at Denver (UCD) to because it facilitates the teachers and administrators,
conduct an evaluation about transfer of best practices point to the professional
the effectiveness of PEBC’s from theory to practice learning community as the
work in schools. UCD found and meets both individual model that brings teacher
that Peer Learning Labs teacher and school-wide learning to life. Learning
made a profound difference needs.” (Connors, et al., Labs directly address what
in teachers’ practice and in The Evaluation Center UCD, matters most in teacher
students’ learning (2008). 2008; 27). learning, “the effectiveness
The teachers in the UCD of sustained, job-embedded,
study reported that as a One participant commented, collaborative teacher
result of participating in a learning strategies.”
“You’re more likely to
Peer Learning Lab, they plan (Darling-Hammond &
take suggestions and
as a team, discuss specific Richardson, 2009;48)
use them when you have
strategies in depth, discuss When asked about the
people who are going
management issues, look benefits of the internal lab
to hold your feet to the
at student work together, experience, a participant
fire because they’re your
and share other ideas as summarized saying, “I think
colleagues. It’s really easy
well. The Evaluation Center the positives are solidifying
to leave someplace like a
summarized their findings the professional relationships
conference and say, ‘I’m
stating, “Key informants with your colleagues,
going to do this,’ and then
provided evidence of the and opening up many
go away and never do it.
effectiveness of the internal more conversations about
But right in the building
method of professional instruction, about classroom
with your colleagues,
development to their management, about
you’re way more likely (to
learning. Factors that everything.” (Connors, et al.,
do it)...And if this teacher
contributed to the value The Evaluation Center
is having struggles, then
of the experiences were UCD 2008; 27).
you probably are, too. Or,
thoughtful planning, effective
maybe, you’ve met those
facilitation, and motivated
struggles and figured out
participants. Teachers
a way to deal with them
reported the Peer Learning
that the teacher could
Lab experience encouraged
learn from.” (Connors, et
their implementation of
al., The Evaluation Center
current best practices of
UCD, 2008; 27).
instruction and enhanced31 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Peer Learning Labs Enhance the Development
of Ongoing Learning Communities
“Peer Learning Labs have As participants in effectiveness and enhance
been instrumental in shaping Professional Learning student achievement when
my instruction, particularly Communities, teachers the learning community is
with regard to the workshop engage collaboratively in committed to continuous
model for the Language Arts inquiry based action research improvement, collective
classroom.” These are the to determine a focus area, responsibility, and goal
words of Megen Gillman, a examine educational alignment. Effective
member of the Language research, participate in Peer professional learning
Arts department at Skinner Learning Labs, discuss their communities use data from
Middle School in Denver, practice, analyze student a variety of sources and
Colorado, who collaborated work, and determine next types of students, educators,
with colleagues in order to instructional steps. Research and systems to plan, assess
develop readers’ and writers’ shows that professional and evaluate professional
workshops. learning communities learning.
increase educator
Peer Learning Labs Provide Job-embedded
Professional Learning Relevant Within the
Context of a School or District
“When you watch a lab own classroom was a critical ‘on the same page’ within
in your own building, it’s element of the experience’s our district.” Through Peer
pretty hard to say that an success and transferability. Learning Labs, teachers
instructional strategy won’t increase their capacity
work with our students. Kendra Roeder from Pine to actualize district-wide
They are your kids; this is Bluffs High School in Pine goals at the classroom
similar.” (Connors, et al., Bluffs, Wyoming explains level; by developing
The Evaluation Center UCD, that labs, “allow us to shared understanding and
2008; 23). This teacher observe other instructors ownership of best practices
participant in the UCD study in the same discipline, observed, teachers can
reported that observing a especially since we are then use them to address
lesson taught to a student heading toward the specific learning needs of
population that mirrored the Common Core curriculum the students in their own
learners she works within her and are expected to be classrooms.32 Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy
Peer Learning Labs Offer Differentiated
Professional Learning that Supports Teachers
across the Span of their Careers
“Peer Learning Labs create student achievement. Each implementation. As a teacher
a safe space for reflective teacher then observes the from Skinner Middle School
practitioners to hone host classroom through the pointed out, “I can be in the
their craft,” says Nicole lens of her own purpose, same room with a teacher
Veltze, principal of North shares and discusses her who’s in their first year
High School in Denver, observations and new teaching and (we’ll) both get
Colorado. Each participant in a thinking with the group, a tremendous amount out of
Peer Learning Lab determines makes her own inferences the experience.” (Connors,
his own observational focus about how to serve learners et al., The Evaluation Center
question related to broader best, and departs with UCD, 2008; 26).
goals around elevating new ideas for classroom
Peer Learning Labs Increase Teacher
Effectiveness
John Nolan, our lab host in working with peers through refine their practice as they
Alameda, California, said, observation and debriefing take on instructional risks
“My experiences with the is especially important to to expand their teaching
Peer Learning Labs have me.” The Peer Learning repertoire, enhance their
made me a more reflective Lab debrief is designed disciplinary expertise and
teacher — the protocol of to support the capacity of examine student data in light
identifying a question while colleagues to reflect and of those changes.
Peer Learning Labs Heighten a Faculty’s Sense
of their own Collective Efficacy
“The conversation following describes Michelle Koyama, also that they can articulate
the observation is about principal of Denver’s Skinner how they do so and which
our students and how our Middle School. Through instructional practices matter
practice directly impacts their their experience with Peer most. Teachers engaged
learning. Lab participants Learning Labs, teachers grow in meaningful professional
walk away with ideas and to believe not only that they relationships that offer them
new practices to implement can make a difference in both challenge and support
or adjust immediately,” student understanding, but are more likely to feelYou can also read
