Transcript Historical Literacy Coaching

Historical Literacy Coaching
day 3
TEACHING AMERICAN HISTORY
ROOTS OF FREEDOM
Day 3 Outcomes
 Review Principles of Effective Coaching
 Learn about how to incorporate them into group
facilitation
 Practice facilitation skills
 Explore the Lesson Study model
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Inside – Outside Circles
 Number participants 1-2, 1-2
 Form two concentric circles
•
Ones on the inside, Twos on the outside
 Partner on the outside turns in facing the the
person opposite in the inside circle.
Like this…..
Two form a
circle facing
inward
towards the
“ones’
Next
 Choose a partner directly in front of you.
 Outside participant has a conversation prompt for
the pair to discuss.
 When given the signal, the number two partner reads
the prompt and begins the discussion.
 At the next signal, conversation is ended and the
outside circle moves to the right to face the next
inside person.
Circles Debrief
 How did the process work for you?
 What was one take away from this activity?
 How might you use this in the future?
Communication
 It is easier to have Positive Presuppositions when
there is a little more understanding of the “Nature of
Man.”
Mark Gunger, A Tale of Two Brains
Mark Gunger, Ask More Than Once
Final word on one to one coaching
 Read the following slide.
 Take two minutes to write a response to this prompt:
What could be the outcomes of
being coached following these
principles?
Core Coaching Principles
adapted from work of Steve Zuieback
 People have, or can find their own answers.
 The “agenda” comes from the “coachee.”
 The coach and the coachee design the way they will
work together; it is a partnership
 The Coaching environment must be must be a safe
and confidential space.
Continued
 Truth telling is essential
 One key outcome is that the coachee feels respected,
valuable and capable of moving forward
 The coach must be skilled at self management;
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Listening set asides
Positive presuppositions
The Adaptive School: A Sourcebook for Developing
Collaborative Groups
by Robert J. Garmston and Bruce M. Wellman
Why is change difficult?
adapted from work of Steve Zuieback
 Often, rather than resisting change, it is the transition
that is resisted
 During the transition from one state to another there
may be:
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Loss of identity
Distortion and confusion of the neutral zone
Risk of failing in a new beginning
 The resistance to transition can exist even when all
know that the change will be for the better.
Group facilitation skills
To facilitate means to make easier.
 Pausing
 Paraphrasing
 Putting inquiry at the center
 Probing for specificity
 Placing ideas on the table
 Paying attention to self and others
 Presuming positive intentions
Consider a group or committee in which you are
currently working. How is the facilitator making the
work of the group easier?
Setting Group Norms
Totems, Taboos,
and
Repetitive
Interactions
adapted from work of Steve Zuieback
Totems
 Artifacts of a great legacy
 Head carvers with many carvers
contributing to its beauty and
story
 Legend poles illustrate folklore or
real life experiences
 A symbol to represent a group
K-12 Literacy Coaching Academy
K-12 Literacy Coaching Academy
Repetitive Interactions
 “If
we are actually living a value, what
behaviors will we repeatedly demonstrate?”
 “What
behaviors will we see being repeated
in the group that manifests a value?”
Steve Zuieback, 2004
K-12 Literacy Coaching Academy
Why bother?
 The specific principles generated from the
Totems, Taboos and Repetitive Interactions
process are very powerful in aligning a team
and, by extension, organizational behavior
over time.
 This is an important dimension of team
effectiveness.
K-12 Literacy Coaching Academy
 This process provides the basis for
permission and empowerment to demand
these things of each other – which often
become the standards of behavior.
 This allows us to raise issues about
unacceptable behavior in a way that
addresses the issue and not the person.
 Taking care of social interactions ensures
long-term success.
For example:
 A team may come up with values or principles that
are important to them in their work
Openness
 Honesty
 Caring
 Support
 Trust
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The Process
 Use chart paper
 Write the value you have chosen
top
 Create three columns
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Totems
Taboos
Repetitive Interactions
at the
Steps
 Begin with Repetitive Interaction – what behaviors
do you want to repeatedly engage in?
 Move to Taboos – what behavior do you want to
stamp out?
 Finally, Totems – what could we expect to see as
the results or effects of living this value?
Benefits
 The conversations that come out of this process are
invaluable in establishing how you will work
together.
 The group will also have a base for expectations and
a position from which to demand adherence to the
standards of behavior.
Lesson Study
 Learning new songs
 What is Lesson Study and why should we want to
know more about it?
“To find new territory and new routes, we all need to learn new
songs. This earth and its workings are not as we once taught.
At the limits of our songs, we need one another so that we can
be adaptive in a world of bundles of energy in motion.”
From The Adaptive School by Garmston and Wellman
A Paradigm Shift
 We start with a problem
 What went wrong?
 Why did I happen?
 Whose fault was it?
 How did it happen?
 Now what are the consequences?
 How do we fix it?
 The entire focus and all of the energy are focused on
the problem.
 Examples???
 The result is that people feel limited, have a lack of
choice, and their energy and creativity is drained
Compare that to:
 An Outcome Model
 Ask: “What do we want?”
 What is important about this?
 When do we want it?
 How will we know when we get it?
 What stops us from having what we want right now?
 What resources so we have available (or need to
get)?
 What CAN we do now?
The result is…
 People feel hopeful.
 They feel capable.
 Their energy and creativity is enhanced.
Why Lesson Study
The Adaptive School: A Sourcebook for Developing
Collaborative Groups
by Robert J. Garmston and Bruce M. Wellman
Lesson Study
What Research Says
 Professional Development (PD) is a tool that
contributes to a school’s vitality.
 PD is not an isolated task but complements
thoughtful school improvement planning.
-Powerful Designs for Professional Learning (2004), NSDC
Essential Features of PD
 It is centered around the critical activities of
teaching and learning.
 It grows from investigations of practice through
cases, questions, analysis, and criticism.
 It is built on substantial professional discourse that
fosters analysis and communication about
practices and values in ways that build
colleagueship and standards of practice.
-Ball and Cohen, 1999
Elements of Effective PD
 Experiential, engaging professionals in concrete tasks
of teaching, assessment, and observation that
illuminate the processes of learning and development.
 Grounded in participants’ questions, inquiry, and
experimentation as well as profession-wide research.
 Collaborative, involving a sharing of knowledge among
educators.
Elements of Effective PD
 Connected to and derived from teachers’ work with
their students as well as to examinations of subject
matter and teaching methods.
 Sustained and intensive, supported by modeling,
coaching, and problem solving around specific
areas of practice.
Lesson Study Conference
 June 7-8, 2009
 Non-negotiable = Observing a live lesson
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Helps “develop eyes to see children”
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Listen to the “muttering” -> din of noise
 How will you know the lesson is better?
 Big Idea = Every lesson can be improved, rather than perfected
 Great for a newbie!
Misconceptions About Lesson Study
 Please read the article.
 After
reading about the misconceptions, what do
you think Lesson Study really is?
Lesson Study is NOT
 Teacher training
 About creating a perfect lesson
 Done in isolation
 Doing just one lesson study cycle
Lesson Study IS
 Teacher-led, ongoing professional learning.
 Conducted with a common overarching goal
(Research Goal).
 Focused on subject content in the context of
student thinking.
 Informed by outside expertise through
knowledgeable others.
What makes lesson study unique?
 It is teacher-led, and long-term.
 It is planned collaboratively through intensive study.
 It supports a collaborative focus on student thinking
through observation of classroom practice in real time.
 It fosters shared reflection based on classroom
evidence.
 It offers a process that makes concrete, in an actual
lesson with actual students, a goal for learning.
Who Is Involved?
Teachers:
 Gather as a team to work
together long-term
 Discuss goals for
students and content
 Research
 Study available lessons
 Build research lesson
Facilitator:
 Part of the team longterm
 Maintain coherence in
planning
 Focus on how the lesson
will meet research goals
 Establish an environment
of collaboration
“Knowledgeable other”
 Can be called in by the team to add value to the LS
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Content expertise
or
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Instructional knowledge
or
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Provide a fresh perspective to the team
 Push teachers to think more deeply about content and pedagogy
The Lesson Study Cycle
Plan Lesson
New mathematical understandings and
teaching materials
Reflect/Generalize
Teach/Observe
Revise Lesson
Re-teach/
Observe
Activity: Successful Learner’s Profile
 Think about the profile of a successful learner.
 What characteristics/behaviors would they have that
contribute to their success?
 What are, “the personal qualities that contribute to
the student’s motivation and learning” ?
Activity: Actual Learner’s Profile
 Think of one of your classes.
 What characteristics/behaviors do your students
posses? Describe patterns of behaviors you see.
Activity: Research Goal
 Based on the two charts, where are there gaps?
 What would be the behavior that will contribute the
most to student learning?
 How could we write this as a behavioral goal for the
year?
 How could we tie this goal in with an academic
content goal?
Planning Phase
 Teachers increase content knowledge as they
study, solve and discuss problems.
 Teachers improve their “eyes to see students” by
anticipating students’ thinking.
 Teachers develop stronger networks so they can
better use other’s knowledge and resources.
The Research Lesson(s)
It is essential that all observers
remember that they are NOT observing
the teacher; they are observing
students’ interactions and responses to
the lesson!
The Research Lesson(s)
 Helps teachers deepen their own thinking
about the issues involved.
 Becomes a written account of the team’s
work.
 Becomes a good resource for further
improvement of the lesson/teaching a
concept.
Debriefing
The heart of lesson study is the
discussion of the data collected
during the research lesson.
Revising and Re-teaching
 Based on evidence, discuss possible changes to the
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lesson to increase effectiveness. This may involve
more research.
Redo lesson
Anticipate student responses
Review data collection plan
Re-teach revised lesson
The Reflect/Revise Phases
 By looking closely at student learning, teacher’s
motivation to improve instruction and their sense of of
efficacy increase.
 By hearing other teachers’ observations, teachers
improve their ability to see lessons from a student’s
point of view.
 By analyzing student work, teachers are better able to
judge the effectiveness of teaching strategies with their
own students.
-UC Davis Mathematics Project, 2008
Evaluation Tools
 Student Evaluation
 Teacher Survey
 Facilitator Reflection
What Research Says
 Lesson study improves instruction through the
refinement of lesson plans.
 Lesson study strengthens three pathways to
instructional improvement: teachers’ knowledge,
teachers’ commitment and community, and
learning resources.
Lewis, C., Perry, R., & Murata, A.
Educational Researcher, April 2006
What Teachers Say
 “The learning was so much more effective this time, it
wasn’t about teaching, it was about learning.”
 “This is the first time ‘collaboration time’ has been true
to it’s title!”
 “We are only as effective as our level of understanding.
We have to keep pushing ourselves into the ‘why’, the
‘how come’, that’s the challenge.”
Sounds good, but….
The Adaptive School: A Sourcebook for Developing Collaborative Groups
by Robert J. Garmston and Bruce M. Wellman
Let’s Check In
The Adaptive School: A Sourcebook for Developing Collaborative Groups
by Robert J. Garmston and Bruce M. Wellman
The Adaptive School: A Sourcebook for Developing Collaborative Groups
by Robert J. Garmston and Bruce M. Wellman
The Adaptive School: A Sourcebook for Developing Collaborative Groups
by Robert J. Garmston and Bruce M. Wellman