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6910 6011 seminar 2

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Power Point Slides from LCRT 6910 & 6911 Seminar 2

Text of 6910 6011 seminar 2

  • 1. Welcome back toLCRT 6910 & 6911SEMINAR #2

2. Seminar 2: September 8, 2014 Conversations about coaching Contexts & Goals Lesson Report & Analysis Choice Book groups meet In-class observation/coaching: Submit preference for peer coach 3. In grade similar groupsgrades, log on to CANVASReview the Whole-class discussionabout coaching, being coached, &your contexts.What TRENDS do you notice basedon your & your colleaguesresponses ? 4. What TRENDS do you notice in your& your classmates responses?being coached, by whom?For what purpose coaching,your current contexts,being a literacy leader,District literacy trends,Other? 5. Insights from the readingsWhat insights did you gainabout the work of theliteracy coach & the readingspecialist in:Elementary Schools? (LAllier& Elish-Piper)Secondary schools? (Ippolito& Lieberman) 6. Literacy Coach&Reading SpecialistWhat do the International ReadingAssociation standards indicate?What are you discovering to be your interests: Working with students who struggle? As specialist? In theclassroom? Supporting teacher learners? Both? 7. LCRT 6910, LCRT 6911and LCRT 6915These 3 courses offer you a supervisedpracticum experience working with:(a) Students who struggle with reading and writing;(b) Collaborative and coaching experiences with teachers. 8. Sharing video clips,narratives & goals 9. Share video clips,narratives & goals1. Sit with a classmate& watch eachothers video.2. Share each othersnarratives about theschool & classroomcontexts.3. Skim each othersliteracy goals draft. Howdo these align withKnights big 4 (p. 141)?4. What focus do youwant the literacy coach totake re: instruction,curriculum & assessmentwhen she observes inyour context? 10. Change Partners1. Sit with a classmate& watch eachothers video.2. Share each othersnarratives about theschool & classroomcontexts.3. Skim each othersliteracy goals draft. Howdo these align withKnights big 4 (p. 141)?4. What focus do youwant the literacy coach totake re: instruction,curriculum & assessmentwhen she observes inyour context?5. Time for 1 more? 11. Being coached!Where do YOUbegin? 12. Being coachedConsider a starting point: In what ways do you want to growprofessionally this year with respect to yourwork with literacy? Consider your students, context, challenges,initiatives..and your 3 LITERACY GOALS. What information will be useful to to yourprofessional development? Useful toward theadvancement of the 3 literacy goals? 13. What are you tryingto accomplish? 14. USE YOURRESOURCES 15. As you prepare the 3 goals& to be coached,review Knights chapter 7THE BIG 4:BehaviorContent KnowledgeDirect InstructionFormative Assessment 16. The classroom-basedobservation&coaching assignmentWhy? What? Where? When? How often?How many?Whats the purpose? 17. Observations & CoachingsPURPOSE:Provide experienced classroom teacherswith the opportunity to: apply their new understandings about literacyinstruction, curriculum and assessment gained in the LLCRTMA course work. receive formative feedback from a peer and facultymember relevant to their literacy goals being put intoplace. reflect on their literacy and language instruction,curriculum, and assessment practices. observe a seminar colleague and be exposed toliteracy instruction, curriculum and assessments usedoutside of their own contexts. 18. Observations & Coachings Preparing for theclassroom-basedobservations and coachings(handout) Observation-coachingtemplate (complete one for eachface-to-face session) 19. Preparing for theclassroom-basedobservations & coachings(handout)1) Before in-class observation/coachingsession: Teachers and Coachsresponsibilities1) Immediately after in-classobservation/coaching session:Teachers and Coachs responsibilities 20. Preparing for the classroom-basedobservations &coachings(2)(handout)3) The day before theobservation/coaching4) The day of the observation/coachingsession5) Follow up responsibilities for teacherAND coach. 21. HOW MANY?1. One face-to-face observation/coaching session inYOUR context, completed by a seminar peer;2. One face-to-face observation/coaching session ina seminar classmates context completed by you;3. One face-to-face observation/coaching session inYOUR classroom completed by Dr. Taylor;4. One digitally recorded observation of yourinstruction shared in seminar with coach. 22. Getting started!WHEN? End of Sept-through month of OctoberHOW LONG? Plan a 30 to 45 minute literacy lesson orcontent lesson with reading or writing emphasized foraccessing the content.HOW MUCH TIME? To observe & have the coachingconversation face-to-face, plan on 2 hours (& remember toallow for driving time).HOW OFTEN: Evenly distribute the sessions during themonth; Do not schedule all 3 in one week. 23. Selecting acoaching partnerConsiderations: Similar grade level,different district, similar literacy goals. Paired partners Submit 2 preferences for a peer coachwith a 1-2 sentence rationale beforeyou leave tonight. Individual issues or questions??? SeeSherry during break or after class. 24. LESSON REPORT & ANALYSIS 25. Purpose of theLesson Report & Analysis Apply principles of effective literacy and languageinstruction in your classroom AND improve thelearning and achievement of struggling readers andwriters. Plan a literacy instructional lesson based on theoutcomes of formal and/or informal assessmentdata that you have gathered from the learners withwhom you work (geared for one learner, a smallgroup of learners, or an entire class Gain the knowledge and coaching skills needed bya Reading Specialist and/or Literacy Coach. 26. Components ofthe LRA LEARNER & LESSON BACKGROUND INFORMATION RATIONALE & GOALS PROFESSIONAL RESOURCES & MATERIALS STEP-BY-STEP DESCRIPTION OF LESSONIMPLEMENTATION ANALYSIS & REFLECTION OF IMPLEMENTED LESSON EVIDENCE OF STUDENT LEARNING ANALYSIS OF KEY DECISION MADE (IN PLANNING &IMPLEMENTATION) ANALYSIS OF ALTERNATIVE/FUTURE DECISIONS 27. LEARNER & LESSONBACKGROUNDINFORMATION Background information: Of the learnersparticipating in the lesson (using recent observations,assessments and anecdotal notes). Details about the learners: grade level; number ofstudents in lesson, current reading/writing levels &needs, and language needs of the learners. Instruction and learning that occurred before thisspecific lesson; the need for this lesson and where itfits. 28. RATIONALE& GOALS Rationale for the lesson and how therationale is grounded in learnersassessment data. Goals for individual learners involved inlesson and how these address studentsneeds identified by the assessments used; What the learners will accomplish and learnas a result of the instruction you deliver. 29. PROFESSIONAL RESOURCES &MATERIALS Reference the professional materials andresources that ground your instructionaldecisions & your thinking. Reference the materials used to teach andto support students learning. Explain if you sought out new materialsand/or technology; why or why not. 30. Description & Analysisof Lesson Implementation STEP-BY-STEP DESCRIPTION OF LESSONIMPLEMENTATION ANALYSIS & REFLECTION OF IMPLEMENTEDLESSON EVIDENCE OF STUDENT LEARNING ANALYSIS OF KEY DECISION MADE (IN PLANNINGOR IMPLEMENTATION) ANALYSIS OF ALTERNATIVE/FUTURE DECISIONS 31. LESSON REPORT & ANALYSIS 32. Choice Book Groups MeetDISCUSS: Why are you interested in this book? Explain how you hope the books supports the 3literacy goals you identified re: instruction,curriculum & assessment Make a plan: What parts/pages will group haveread & tried out by SEMINAR 3, Sept. 29th Notetaker: Send book title, member names &informal responses to bulleted prompts to Sherryvia email by Sept. 19th (Friday) or tonight! 33. Looking aheadHANDOUT 34. Before you leave tonight..PEER COACHES Submit 2preferences forpeer-coach with 1-2sentence rationale.SUBMIT Reader response formon assigned readings(see Canvas) Draft of your threeliteracy goals (papercopy) 2 paper copies ofClassroom ContextNarrative 35. Your individualquestions 36. The Big 4From Knights book on Instructional Coaching 37. Behavior: Establishing alearning environment Developing & setting your teaching expectations:Classroom structures & routines; socialization; learningcommunity Ratio of interactions: Tr-Ss; Ss Tr; Ss-Ss; types ofinteractions (comments, questions, positive feedback..) Effective Corrective Comments by Tr: Re-direction;positive reinforcement; constructive feedback) Time on Task (Ss attention, Ss independence) Opportunities for Ss to respond (engagement) 38. Content Knowledge:Understanding of content to betaught Developing essential questions/higher level questionsabout content (see Knight, p. 153, Table 7.2 CriticalQuestion Checklist) Mapping content/lesson or unitorganizer/comprehension models Content structures: Focus on organizational structuresthat underlie the content Identifying, defining & teaching concepts: Clarifyingprecise, correct & teachable concept definitions thatboth Tr & Ss will comprehend 39. Delivering DirectInstruction Organizational structures used in instruction:Advance organizers, note-taking models, etc. Model Thinking/think aloud High-level Qs: Question types (Wh- & Yes/No),Blooms taxonomy, etc. Developing quality assignments: Model learningoutcomes, provide guidelines, allow guidedpractice, get learner ready for independentpractice 40. Formative Assessment Assessments that occur concurrently with instruction Information about learners understandings inprogress during implementation of lesson or unit Learner feedback used to inform Tr about each learner Learner feedback used by Tr to guide instruction Focus on learners understandings, behaviors,developing abilities, etc. 41. TAKE a BREAKDur

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