Coaching+Cycle


 * Coach: Shannon || Teacher: Michelle ||
 * Nodding, yeah...

So the main goal is comprehension.

Fast Forward-- What will the students know or be able to do at the end of this lesson?

So with those 4 you want them to identify exact phrases in the story that show what their picture is based upon.

Big picture: Thinking how to connect what they're doing in different content areas.

When you first started talking to me you had this glow on your face when you were talking about the KWL.

What are the biggest challenges of the KWL?

One thing to ponder, this is going to be early in gradual release...

How much of the back and forth?

How much writing do you want to do before they write?

So you might have a signal.

So I'm inferring you're going to do the K and W.

Think about introducing the book, what do I already know?

What will your prop be?

NF text features

What is it you want to see on those papers that indicate their success.

It's almost like you want to see:

-how well were they able to make connections -how well were they able to make visual images -how well were they able to use punctuation

So what's the sequence? So on day 1, what will you share...share the rubric.

Underlying concern is about executive functioning skills.

There is 4 kids you want to see the mental image piece. You might consider that becomes your small group too.

So as you think about the lesson or the series of lessons what do you want to pay attention to in yourself in the lesson?

So with those goals:

I'll organize in 4 columns: time teacher moves students moves notes/ comments (naming and labeling behaviors mainly, and combinations--great question--right there you altered your course).

Anytime there is a question/ comment you'll see this is what I did or they did and this is her question/ comment.

I'll bring a laptop b/c I can get so much more and then we'll debrief what is in the works. So when we debrief, have the student work. We might only look at one or two of the things you're thinking about.

Is there anything you're feeling anxious about or worried about? || I am doing comprehension as part of my cafe. I'll do 2 parts (KWL chart with TI kids not whole class) Comp. Tool Kit

Also focusing on connections that they have.

Review making mental pictures and making meaning.

1.) KWL chart 2.) Draw what they're seeing 3.) At their desks 4.) Goals in the back of the room -- so moving back & forth

But I also want the part about fluency and want to tie that in the whole part about punctuation b/c that is a big thing for conventions. Fluency with reading punctuation.

Use their punctuation in their journals when writing.

Remember what we're drawing is connected to what we're reading in the story.

Class KWL chart...and the other half they have to do with partners.

Interrupted: I want them to understand that we want punctuation.

Using your schema...

Hoping this is another tool.

I don't know, I could be wrong. I'm doing the chart. I'm really trying. If I don't do a big group picture, I lose them.

I need to do all 5 days. Some of the CAFE stuff we need to go back. I'm trying to loop.

They get frustrated if they don't know what to do with the paper. This is the first time they'll have to do the writing in the KWL and I'm anxious about them getting this written down.

It's brand new so I'm nervous about them getting this done.

3 and 3 -- Yes I do.

I'm going to ask them what they know about animals?

Yes, yes (cutting off and interrupting into coach)

I want to see their learning and see if they can copy 3 things w/o me standing next to them, and see if they're taking their time to draw.

I want to see quality work. Sometimes pictures are VERY basic. I'm expecting very detailed pictures. How do they do with a new chart? Were they able to understand.

Monday, can they transfer the K/ W to your chart in a timely manner without "I don't know what to do..."

Tuesday, what can we add to this K/W chart.

Yes, they're my small group.

I want to get them back in the routine. Some kids that need my love haven't gotten my attention and also the time management piece to get things together.

No, I think I've got it. Its just a matter of doing it. Are they going to remember the NF story we did on Wednesday. Will they see if they connect? ||

Discussion/ Analysis:How does Shannon navigate coaching/ consulting roles while supporting Michelle's content and pedagogical knowledge?


 * Shannon was restating and clarifying and teaching ideas covertly given in there.
 * Giving Road marks/ Phrases Shannon used: "Fast Forward" "Need to Ponder" "Need a signal" "It's almost like a rubric!"
 * Shannon gave her feedback about her facial expression--which made her pause.
 * How much team knowledge?

Shannon's Reflection about this as her coach:
 * SHANNON said she had lesson plans in front of her and she...
 * Shannon said she only took a few notes, most helpful part is the rubric
 * Shannon's goal is to get her to realize she is doing all the work -- not the kids
 * TI-teared instruction, the tool-kit...resistance is around knowledge level
 * This is wonderful formative assessment
 * Teacher uses a lot of words as shield (defense mechanism)
 * Teacher thinks she is doing everything right, why aren't they doing what I'm expecting them to do...
 * Bring in the 3rd point by looking at student work.
 * Are we getting what we want? Are we meeting the standards? Choose 1 teaching point for the mini-lesson.
 * Teaching is about student learning --not about what the teacher has taught.
 * How does your background knowledge direct you?
 * Two things: She talks fast and has high energy (EXUBERANCE)
 * Shannon wants: 1.) Teacher to think about K/W/L as a tool that is connected to the thinking strategy--BE MORE SPECIFIC
 * Shannon wants: 2.) Teacher to focus on small steps not overwhelming goals
 * She did this lesson on her own.
 * Concerned--copying from chart, most important skill in writing is punctuation
 * Happy--That she has a small group identified (Do it with the group you want.)
 * She has strategies for note taking and has run with it.
 * Teaching begins when she looks at the student work

As conversation continued, she started to become more directed. Give her the positive preposition (pedagogical knowledge).