Argument Writing: Going Deeper with Coaches

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Argument Writing: Going Deeper with

CoachesExperiencing and Scaffolding the Cognitive Writing Demands in Module 9.4

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Session Objectives• By the end of this session, participants will be

able to: Describe the characteristics of student-centered

coaching. Explain how an inquiry as coaching stance

influences teacher and student learning. Identify possible bottlenecks in Module 9.4. Design coaching practices to develop teacher

ability to provide responsive writing instruction in Module 9.4.

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Materials in this Session• 9.4 Module Overview• 9.4 Module Text Excerpts• 9.4. Module Lessons (14-24)• “Coaching Heavy/Coaching Light

Reprised” (Killion, 2010)• Coaching Cycle Template

You can download all of the modules on EngageNY.org:

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Student Centered Coaching

(Wilder, 2014)

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A Transparent Coaching Intention A Stubborn Focus on

Meaningful Assessment Data

Shifting Coaching Stances Responsive

Disciplinary Teaching

Inquiry as Coaching

Stance

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Part 1: Identifying Characteristics of Student-Centered Instructional Coaching

Part 2: Analyze How Module 9.4 Lessons Scaffold the Tools to Evaluate and Synthesize Arguments

Part 3: Coaching Practices to Support Bridge Student “Bottlenecks” in Module 9.4


(Wilder, 2014)

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A Transparent Coaching Intention A Stubborn Focus on Meaningful Assessment

Data

Shifting Coaching Stances

Responsive Disciplinary Teaching

Inquiry as Coaching Stance

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Student Centered Coaching: Our Intention Matters

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• No set of coaching practices define “heavy coaching” and no coaching model is purely heavy.

• “Identifying coaching light (or heavy) is not easy since the key factor is the coach’s intentions and results” (Killion, 2008, p. 23.)

(Killion, 2008, 2010)

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(Wilder, 2014)

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Shifting Coaching Stances Responsive

Disciplinary Teaching

Inquiry as Coaching Stance

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Student Centered Coaching: Coaching as Negotiation

Pedagogy

Discipline

Students

CultureTeaching Context

• Every teaching context includes varying beliefs about students, the discipline, pedagogy and norms of practice.

• Every collaborative context negotiates knowledge, beliefs, and practice.

(Wilder, 2014)

Collaborative Context

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Student Centered Coaching:Coaching as Negotiation

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Carol (Literacy Coach) Sam (6th Grade Teacher)“I know if the text isn’t meaningful the kids won’t be engaged. I also know if they don’t have clarity of where they’re going, they’re not going to read it--especially if he (Sam) doesn’t have a clear purpose for learning. We have to know what they know and what he wants them to know, understand, and be able to do.”

“The reading strategy lady calls it flooding them with texts. A lot of people just use textbooks and we need to bring in more supplemental texts which is challenging to do especially if you don’t have a coach. I’m also starting to see them coming together. The predicting. The summarizing. The connecting. I’d like a clear understanding of it before you go in and teach it.

What knowledge did Carol and Sam negotiate?(Wilder, 2014)

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Coaching Stance• From a socio-linguistic perspective, Du’Bois (2007)

describes “stance-taking” as a dialogic and evaluative act done by social actors based on objects/values in a sociocultural field.

• Coaching stances have been described as Responsive (Borman & Feger, 2006; Costa & Garmston,

2002) Directive (Deussen et al., 2007; Steiner & Kowal, 2007) Balanced within individual collaborative events

(Ippolito, 2010) On a continuum ranging from Consulting, Collaborating

to Coaching depending on how information emerges and who identifies needs (Lipton & Wellman, 2010)

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“Bottlenecks”

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• Points where the learning of a significant number of students is interrupted (Anderson, 1996).

• The predictably complex phases of writing can be impediments to developing the desired close reading and argumentative writing skills.

• Can be seen as cognitive, affective, or motivational “obstacles” (Pace & Middendorf, 1994).

• Underscores the necessity of ongoing and authentic formative assessment.

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Analyze the Scaffolding and Sequencing

of Module 9.4 Lessons 1-14

Time: 10 minutesEngageNY.org

Task #1: Annotate the Module/Unit at a Glance Calendar (p. 8-14). Use the following questions to guide your annotations and explore relationships between text excerpts, standards, tools, and the mid-unit assessment:

What text excerpts are used and how are they sequenced?

What writing and reading standards are addressed in lessons 1-13?

What tools are introduced and scaffolded for students in lessons 1-13?

How do the lessons build towards mid-unit and end-of-unit assessments?

What potential student bottlenecks could occur?

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Meet Ani Rosario• 3rd year English teacher at Dansville High School• Teaches both 9th grade Honors English and 9th grade

regular English courses• Piloted ten lessons of Module 9.4 during April-May • Used Lessons: 1, 2, 3, 4, 8, 9, 10, 12, 13, 14, leading to Mid-

Unit Assessment• Had previously taught the Odell Close Reading Unit with

these same students• Has met with fellow English teaching colleagues (cross-

district) since September to unpack modules• Dansville High School: 575 students, rural, 65% low income• 83% of students at/above a “3” on State English

Accountability

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Analyze the Writing of Ani’s Students


Task #2: You have been provided with writing samples for two of Ani’s students. Annotate the student writing samples using the following standards below. Then, determine potential instructional modifications for these students in Lesson 14 and 16.

CCRA.R.9 RI.9-10.2 RI.9-10.3 RI.9-10-8 W.9-10.1.a-e

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Discussion of Student Bottlenecks

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• What student strengths are evident in the student work?

• What student bottlenecks are evident in the student work?

• What are potential instructional modifications in lesson 14 or 16?

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Analyze Ani’s Teaching Reflections

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Task #3: You have been provided with Ani’s teaching journal from her piloting of Module 9.4. Ani piloted 10 lessons leading up to the mid-unit assessment. Select one of Ani’s daily reflections and annotate Ani’s teaching practice using the following components:

Lesson objective Student reading Student discussion Student writing Ani’s observations of student thinking Lesson modifications

Time: 15 minutes

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Discussion of Student Bottlenecks


• What strengths do you see in Ani’s teaching of Module 9.4?

• How has Ani attempted to respond to the unique writing needs of students in Module 9.4?

• What additional instructional responses might you bridge with Ani in lessons 14 and 16?

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Coaching as Collaborative Inquiry

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Developing a Collaborative

Plan and Roles

Collective Instructional

Implementation

Using Student Voices to

Identify Impact and Needs

Establishing Inquiry Around Student Needs

Collaborative Inquiry

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Try This: Reflecting on One Recent Collaboration

Time: 30 minutes

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Task #4: Using the Coaching Cycle Planning Tool, take 3-5 minutes to record notes about a recent collaboration with a group of teachers. Then, at your table, discuss your purpose, role, challenges, and coaching practices in a recent collaboration. When each member has finished writing, use the following discussion protocol:

Sharing: A “Spotlight Coach” shares about his/her collaboration while others record questions to ask.

Asking: Group members take turns sharing their “tough” questions about the collaboration, knowledge, and/or coaching practice. The “Spotlight Coach” records all questions.

Responding: The “Spotlight Coach” responds to any questions.

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Shifting Coaching Stances

Responsive Disciplinary Teaching

Inquiry as Coaching

Stance

How could these elements influence coaching with teachers in Module 9.4?

(Wilder, 2014)

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Try This: Collaborative Cycle Planning Tool

Time: 20 minutes24

Task #5: With a partner, use the Coaching Cycle Planning Tool to map out a collaborative plan for helping teachers bridge student bottlenecks in Module 9.4.

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How should you modify upcoming

Module 9.4 lessons based

on student needs?

How will you determine

instructional roles?

What will you use to observe and document

student learning and writing

needs in the lesson?

What are student Bottlenecks in Module 9.4?

Collaborative Inquiry

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Eyes on Students Protocol

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Eyes on Students Protocol provides a student-centered method of collecting formative assessment data and supporting student-centered collaborative discussions.

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Adopting An Inquiry As Coaching Stance• Each collaboration has a unique Collaborative Context (coach’s

disciplinary knowledge, the teacher’s disciplinary knowledge, specific students, and the local curriculum).

• Coaches identify as both Teacher and Coach as they help teachers “deliberate problems of practice” and “uncover, articulate, and question assumptions about teaching, learning, and schooling” (Cochran-Smith & Lytle, 2009, p. 144).

• An Inquiry As Coaching Stance is a position we actively take with teachers and students (Wilder, 2014).

• A belief in the knowledge of teachers, the limits of our own knowledge, and the need for transparency are cornerstones of an Inquiry as Coaching Stance (Wilder, 2014).

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Questions or Further Discussion

Email: [email protected]: phillipmwilder

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Documents

Argument Writing: Going Deeper with Coaches