Post on 29-Jan-2018
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Making earth little softer
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Making earth little softer
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About us
Making earth little softer
Objectives
• To identify characteristics of the best teacher
• Effective teaching and learning methods
• Strategies to implement
• Using questioning to enhance learning
• Instructional coach
• Designing & planning a lesson
• Classroom management
• About Teachers
• Understanding students
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Essential Question
• What are the characteristics of an effective
instructional coach?
• What do they need to know and be able to do?
• How do instructional coaches build teacher
capacity?
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Instructional Coaching
• An instructional coaching is to bring evidence-
based practices into classrooms by working with
teachers and other school leaders
• Builds capacity for effective instructional
practices within specific content areas
• Creates a partnership approach with teachers.
• Customizes professional development to match
each teacher’s needs and interests
• Coaching helps the school establish a common
understanding across all teachers.
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Role of coach
• Resource Provider
• Data Coach
• Curriculum Specialist
• Instructional Specialist
• Mentor
• Classroom Supporter
• Learning Facilitator
• School Leader
• Catalyst for Change
• Learner
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Coaching big four
• Content
• Instructional Practices
• Assessment for Learning
• Classroom Management
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• How does an effective instructional coach help
teachers use Effective Teaching Strategies
based on student data?
Essential Question
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Effective Teaching Strategies
Determine the stage of learning:
• Are you introducing new knowledge?
• Or do you want the students to practice, review,
and apply knowledge already taught?
• Similarities and Differences
• Summarizing and Note Taking
• Homework and Practice
• Setting Goals and Providing Feedback
• Questions, Cues, and Advanced Organizers
• Pre-lesson Conference Selection of Effective
Teaching Strategies
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Beginning Stages
• Activate prior knowledge, provide background
information, hook students:
• Set Objectives
• Provide Feedback
• Questions, Cues, Advanced Organizers
• Cooperative Learning
• Identifying Similarities and Differences
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During the Lesson
• Identify strategies and activities
• Determine how will students receive feedback
• Nonlinguistic Representation
• Note Taking and Summarizing
• Questions, Cues, Advanced Organizers
• Cooperative Learning
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End of Lesson• Tie new knowledge to existing & future
knowledge
• Reflect and evaluate
• Provide Recognition
• Reinforce Effort
• Summarize
• Evaluate
• Self-Assessment
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Coaching Components
Enroll Teachers
Identify Need
Effective Teaching Strategies
Collaborative Reflection
Co-Plan and Co-Teach
Model Lesson
Demonstration
Observe
Collaboratively
Explore Data
(CED)
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Implementing
• Model Demonstration Lessons
• - (I do – You watch me)
• Co-Plan and Co-Teach
• - (We DO)
• Observe
• - (You Do- I watch you)
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Instructional Coaching Continuum
http://www.spokaneschools.org/ProfessionalLearning
A. Building Common Knowledge & Experience-
• The on-going foundation for a professional learning
community
B. Committing to a Learning Relationship
C. Coach/ Teacher Build Co-Teaching Relationship
D. Teacher Transitions to Guided Practice with coaching
support
E. Teacher Refines Implementation with Coaching
Feedback
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Providing Feedback
• Not evaluating teacher, but evaluating the
effectiveness of the Effective Teaching
Strategies as evidenced by:
• Fidelity of implementation
• Impact on student outcomes.
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DebriefingThe teacher and the coach meet to discuss
• Degree to which students have mastered the
learning outcomes
• Effective Teaching Strategies used by the
coach/teacher
• Instructional adjustments made by the teacher
during the lesson
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Feedback• Goal of feedback is to improve current situations
without criticizing or offending.
Should be:
• Descriptive rather than Evaluative (visible)
• Specific instead of general
• Given only when requested
• Given as soon as possible
• Realistic
• Positive
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Warm V. Cool Feedback
Warm Cool
Supportive Impersonal
Strength oriented Needs oriented
Focus on solutions Focus on the problem
Promotes positive
learning
Provides constructive
criticism
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Questions to AskQuestions to Ask When Debriefing/ Providing
Feedback?
• What did you see?
• What was the focus on learning goals?
• What standard was being used?
• Are procedures and assignments appropriate?
• How will the student achieve according to the
standard?
• What questions were being asked?
• Did the lesson end with the focused learning
goals?
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• What did you see incorporated in the lesson?
Was that presented with fidelity?
• What needs did you see?
• What suggestions do you have for teaching?
• How can we support the teacher for future
student learning?
• How can you work together to incorporate
collaboration on this lesson?
• What did you learn about incorporating ETS in
this lesson?
• What did you learn about this teacher’s lesson
from this session?
Questions to Ask
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Coaches to do
• To gather and analysis of formative assessment
DATA about
• - what students know and
• - can do as they enter a learning experience
• To design learning experiences using data
analysis for success of students
• To train teachers in the ongoing use of formative
assessment data.
• To check, are the students learning?
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Coaching Collaboration
• Coaching Collaboration Throughout the Data
Team Process
• Commitment
• Time/Agenda
• Norms
• Planning
• Structure
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Data Team Process
• Step 1: Collect and Chart Data
• Step 2: Analyze Strengths and Obstacles
• Step 3: Establish SMART Goals
• Step 4: Select Instructional Strategies
• Step 5: Determine Results Indicators
• Step 6: Monitor and Evaluate
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Value of Collaboration
• Value of Collaboration Through Instructional
Coaching
• See what to avoid and/or include in our
practices.
• To inform lesson development and instruction.
• Self-assessment and self-awareness of
strengths and areas of growth.
• Insights into lesson development and Effective
Teaching Strategies.
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Collaborative Lesson Planning
• Collaborate on lesson/ unit plans using template
• To inform instruction
• To ensure lessons incorporated more frequently
• Used by teacher(s) and coach pre and post
lesson
• Follow Norms
• Follow a Structure
• Helps us break down isolation
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• We must teach teachers not to ask a question,
did the students complete all the assignments
and do their homework?
but rather
• Did they learn what they were supposed to?
• Did they retain it over time?
• Can they use it in ways that demonstrate
understanding at a high level?
Essential Question
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Essential Questions
• What do I want all students to know and be able
to do at the end of this lesson?
• What will I do to cause this learning to happen?
• What will students do to facilitate this learning?
• How will I assess to find out if this learning
happened?
• What will I do for those who show through
assessment that the learning did not take place?
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Interventions
• Interventions that are embraced are powerful &
easy
• Ideas, values, technologies that do the job with
the least demand on psychic energy will survive.
• An appliance that does more work with less
effort will be preferred
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Ensure to be powerful
• Using scientifically based interventions that
result in increased student achievement
• Targeting standards
• Targeting students’ most pressing needs
• Using checklists, in-class demonstrations, and
feedback to ensure that teachers research-
based practices are implemented with fidelity
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Planning Conference (Pre-Brief)
• The teacher and coach confer to:
• Clarify learning goals (teacher and student)
• Collaboratively plan tasks or work the students
will complete to achieve the intended outcomes
• Determine evidence of proficient student
achievement
• Identify student or teacher behaviors the coach
should observe
• Agree on the role(s) the teacher and the coach
will perform during the lesson.
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In class support
• The teacher and the coach collaborate in the
delivery of the planned lesson through these
activities:
• Observation
• Demonstration lesson
• Co-Teaching
• Gradual release of responsibility from coach to
teacher
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Essential Question 2
• How do instructional coaches build teacher
capacity for selecting, implementing, and
evaluating the impact of Effective Teaching
Strategies and foster teacher reflection?
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Reflection Questions
• What worked well?
• What did we learn?
• Did our conversations lead us closer to our
goals? How?
• Did we focus on the lesson or on other issues?
• Did we do what we set out to do?
• How can we improve on this to make coaching
collaborating on lesson plans more significant
part of our work?
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Questions to Foster Reflection
• What was I trying to accomplish?
• How did I go about completing the lesson and
solving problems I had along the way (process)?
• What did I do well (strengths)?
• What did I have difficulty with (weaknesses)?
• What have I learned/what would I do differently?
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Reflection
• The teacher cannot rely on either instinct alone
or on prepackaged sets of techniques.
• Instead, she or he must think about what is
taking place, what the options are and so on, in
a critical, analytical way.
• In other words the teacher must engage in
reflection
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Reflection
• The teacher and the coach independently and
systematically reflect on how their collaborative
work fosters the development of the students’
understanding.
• Do this on an ongoing basis to re-examine goals
so that there is a cycle of continuous
improvement.
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Critical Reflection in S-L
• Students must engage
• Not only in thinking about the past experience,
but considering problematic questions
associated with power, history and agency
• Questioning practices and assumptions that
appear to make lives easier
• Students become caught up in a circular
interplay between the familiar and the strange
• Students come to really hear, see, or feel what
the other tries to convey and experience
• Students to feel the desire to help the other in
their need
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Thank You
Steve Yelon, (1996) MSU Professor Emeritus
2009 TASEM - What is Effective Classroom Teaching?
Jim Knight, University of Kansas
Todd Whitaker (2004)
Annette Breaux and Todd Whitaker (2006)
Delivered by: Razwan FarazAdopted from: Book by Stephen R Covey
Patricia M. Devino & Sarah L. Fitzsimons
A powerpoint presentation by
Marney sobel & Mary anne lapenna
Keith Lakes, Behavior Consultant
Lisa Smith, Instruction/Behavior Consultant
What Is Effective Classroom Teaching?
Kevin M. Johnston,
MSU TA Programs