What do I look for in a learning walk?

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.