"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
Micromeritics - Fundamental and Derived Properties of Powders
31 6-earthsoft-instructional coaching
1. Earthsoft Foundation of Guidance
Edge-Aggressive-Reliable-Trust-Honesty-Soft-Obedient-Fun-Transparent
Making earth little softer
2. About us
Earthsoft Foundation of Guidance (EFG) has uploaded following
presentations at http://myefg.in/downloads.aspx
Be mentor using your education, knowledge & experience to
contribute for a social cause & do conduct free training seeking
help of existing platforms. Kindly share with your friends
•Motivation for higher study, Planning for study, Education
guidance, Career guidance, Career available after SSC & HSC
•Personality development – 3 files
•How to prepare resume, Tips to attend interview successfully
•Religion related –To understand basic religion, Do & Don’t tips
•Health related - Be vegetarian, Be healthy, Manage health
•Corporate - Project management, Assertiveness, Ownership,
Effective communication, Leadership, Be entrepreneur
•Finance - To avoid speculation in stock market
•Social - Women empowerment, Choosing life partner, conflict
resolution, stop ragging, stop alcohol, snakebite treatment
Making earth little softer
3. 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
Making earth little softer
4. 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?
Making earth little softer
5. 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.
Making earth little softer
6. Role of coach
• Resource Provider
• Data Coach
• Curriculum Specialist
• Instructional Specialist
• Mentor
• Classroom Supporter
• Learning Facilitator
• School Leader
• Catalyst for Change
• Learner
Making earth little softer
7. Coaching big four
• Content
• Instructional Practices
• Assessment for Learning
• Classroom Management
Making earth little softer
8. Essential Question
• How does an effective instructional coach help
teachers use Effective Teaching Strategies
based on student data?
Making earth little softer
10. 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
Making earth little softer
11. Beginning Stages
• Activate prior knowledge, provide background
information, hook students:
• Set Objectives
• Provide Feedback
• Questions, Cues, Advanced Organizers
• Cooperative Learning
• Identifying Similarities and Differences
Making earth little softer
12. 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
Making earth little softer
13. End of Lesson
• Tie new knowledge to existing & future
knowledge
• Reflect and evaluate
• Provide Recognition
• Reinforce Effort
• Summarize
• Evaluate
• Self-Assessment
Making earth little softer
14. Coaching Components
Enroll
Teachers
Identify
Observe
Need
Collaboratively
Explore Data
(CED)
Model Lesson Effective Teaching
Demonstration Strategies
Co-Plan and Collaborative
Co-Teach Reflection
Making earth little softer
15. Implementing
• Model Demonstration Lessons
• - (I do – You watch me)
• Co-Plan and Co-Teach
• - (We DO)
• Observe
• - (You Do- I watch you)
Making earth little softer
17. Instructional Coaching Continuum
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
http://www.spokaneschools.org/ProfessionalLearning
Making earth little softer
18. Providing Feedback
• Not evaluating teacher, but evaluating the
effectiveness of the Effective Teaching
Strategies as evidenced by:
• Fidelity of implementation
• Impact on student outcomes.
Making earth little softer
19. Debriefing
The 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
Making earth little softer
20. 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
Making earth little softer
21. Warm V. Cool Feedback
Warm Cool
Supportive Impersonal
Strength oriented Needs oriented
Focus on solutions Focus on the problem
Promotes positive Provides constructive
learning criticism
Making earth little softer
22. Questions to Ask
Questions 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?
Making earth little softer
23. Questions to Ask
• 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?
Making earth little softer
24. 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?
Making earth little softer
25. Coaching Collaboration
• Coaching Collaboration Throughout the Data
Team Process
• Commitment
• Time/Agenda
• Norms
• Planning
• Structure
Making earth little softer
26. 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
Making earth little softer
27. 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.
Making earth little softer
28. 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
Making earth little softer
29. Roles of an Instructional Coach
Making earth little softer
30. Essential Question
• 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?
Making earth little softer
31. 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?
Making earth little softer
32. 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
Making earth little softer
33. 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
Making earth little softer
34. 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.
Making earth little softer
35. 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
Making earth little softer
37. 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?
Making earth little softer
38. 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?
Making earth little softer
39. 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?
Making earth little softer
40. 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
Making earth little softer
41. 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.
Making earth little softer
42. 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
Making earth little softer
43. 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 Faraz
Adopted from: Book by Stephen R Covey
Patricia M. Devino & Sarah L. Fitzsimons
A powerpoint presentation by Thank You
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
Making earth little softer
Notes de l'éditeur
Quote from Taking the lead…An instructional coach is someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders our one-on-one support for teachers, coaches, and school leaders around evidence-based literacy strategies and the instructional coaching process with the goals of increasing student engagement, improving student achievement, and building teacher capacity in schools.
Quote from Taking the lead…An instructional coach is someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders our one-on-one support for teachers, coaches, and school leaders around evidence-based literacy strategies and the instructional coaching process with the goals of increasing student engagement, improving student achievement, and building teacher capacity in schools.
Quote from Taking the lead…An instructional coach is someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders our one-on-one support for teachers, coaches, and school leaders around evidence-based literacy strategies and the instructional coaching process with the goals of increasing student engagement, improving student achievement, and building teacher capacity in schools.
Handout 5 add non- fiction writingReinforcing Effort and Providing RecognitionNonlinguistic RepresentationCooperative LearningGenerating and Testing HypothesisNon-Fiction Writing
What are some of the school wide needs you see? Are teachers having difficulties beginning lessons (initiations), ending lessons (closure)? Decisions will come from observations, listening to teachers and looking at data with the teachers…
that will be used to support the teaching objectives
Model—I do (You watch me)Co-teach—we doObserve- You do (I watch you)Collaborative Exploration of Data::Based on the partnership principles • Involves observations to open up dialogue, rather than to state a single truth• Should be – constructive, but provisional – empathetic and respectful• Coach and teacher identify what data will be gathered
(depending on if observation, model lesson, & or co-teaching stage)
** realistic with changes– change can’t happen overnight…
Keep? Delete? Or Substitute? Your suggestions….
Coaches need provide extensive training to teachers so they learn to use every piece of student work, all student responses, and student questions as data sources about how well students are learning. Even SUMMATIVE assessments become data sources—because we can determine whether or not individual students have mastered or are moving towards mastery of the identified standards.
The roles of an instructional coach focuses on the working relationships between a teacher and the coach in order to increase the teacher’s capacity to:PLAN lessons based on the systematic study of student needs through looking at student data- data analysisTHINK about the intentional choices teachers make in the instructional process. REFLECT with the coach on lessons as they implement instructional practices. (ETS)This process is cyclical and is characterized by teachers and coaches working at various levels within this coaching continuum based on STUDENT and STAFF needs.
As coach collaborative lesson planning is essential