Learning walks provide valuable insights into what’s happening in classrooms. But what should an observer look for to get a true sense of teaching and learning quality?
Here are some key aspects that I tend to focus on:
Clarity of Learning Intentions
- Are lesson objectives clearly communicated to students?
- Do students understand what they are learning and why it matters?
What to look for:
- Students able to articulate what they’re working on.
Pupil Engagement & Focus on Learning
- Are students engaged with the task at hand?
- Are classroom conversations on-topic and contributing to learning?
What to look for:
- Students working purposefully, whether individually, in pairs, or in groups.
- Discussions that are related to the task rather than off-topic chatter.
- Body language and facial expressions that show focus and interest.
Questioning & Challenge
- Does the teacher use questioning effectively?
- Are students encouraged to think deeply?
- Is there a balance of open and closed questions?
What to look for:
- Use of questioning techniques like cold calling, wait time, and probing questions.
- Students justifying their answers rather than giving one-word responses.
- A culture where students feel safe to get things wrong and learn from mistakes.
Quality of Explanation & Modelling
- Are explanations clear and accessible?
- Does the teacher model their thinking process?
- Are worked examples used to scaffold learning?
What to look for:
- Teachers thinking out loud when solving problems.
- Use of step-by-step guidance before independent work.
- Analogies, diagrams, or real-world examples to support understanding.
Feedback & Assessment for Learning
- Is feedback helping students improve?
- Do students know how to take the next steps in their learning?
What to look for:
- Teachers circulating and checking student work.
- Verbal and written feedback being acted upon.
- Peer or self-assessment opportunities.
Pupil Independence & Metacognition
- Are students thinking about how they learn, not just what they learn?
- Do they reflect on their learning strategies?
- Are they developing resilience and problem-solving skills?
What to look for:
- Students explaining their thought process.
- Opportunities for self-regulation and goal-setting.
- Scaffolding that gradually fades, encouraging independence.
Classroom Culture & Relationships
- Is there a positive and respectful classroom environment?
- Do students feel confident participating?
- Are routines and expectations clear?
What to look for:
- Mutual respect between students and teachers.
- Clear behaviour expectations and routines.
- A classroom atmosphere that supports learning.
Use of Resources & Technology
- Are resources supporting learning, rather than being a distraction?
- Is technology used effectively to enhance, not replace, good teaching?
What to look for:
- Well-structured lesson materials that aid understanding.
- Thoughtful use of technology (e.g., visualisers, one-to-one devices…) that adds value.
Final Thoughts
When feeding back, I always keep in mind that a learning walk is just a snapshot of what happens in a lesson that provides a moment-in-time view, not the full picture of a teacher’s practice, so I taylor my feedback accordigly.
Lerning walks are (or should be) a professional development tool, not a stick to beat people with. The key for me is to look for patterns over time, build a culture of trust, and use insights to support and develop great teaching.
To make this more practical, I’ve turned these prompts into a simple learning walk proforma (in Word, editable) that school leaders can use to capture quick, evidence-based notes during drop-ins.
It’s designed to support professional dialogue rather than judgement, helping observers focus on what pupils are doing, saying, and learning in that moment. If you think this might be useful, you’re very welcome to download it and adapt it for your own context.
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