leerrondes

Leerrondes is a Dutch term used to describe structured, iterative cycles of learning and reflection, typically within education and professional development. The word combines leer, meaning learning, with ronde, meaning round or cycle.

In education, leerrondes function as a form of collaborative professional development. Groups of teachers or education professionals work around a focused question related to teaching and student learning. The cycle usually includes planning a focus, observing or reviewing practice, collecting evidence of student learning, and then reflecting on the findings to inform future instruction. The aim is to improve teaching and learning through evidence-based dialogue rather than through individual evaluation. Leerrondes are closely related to concepts such as lesson study and professional learning communities.

In practice, a leerronde emphasizes collegial inquiry, trust, and concrete outcomes. Sessions are time-bound, with clear roles and a documented focus, and the cycle is often repeated with a new or refined question. Benefits cited in educational literature include increased collaboration, deeper analysis of student work, and more deliberate instructional adjustments.

While most commonly used in schools, the term can also be applied to other professional settings where teams engage in short, structured learning cycles to address a shared challenge. See also lesson study and professional learning community as related concepts.