Journal Entry Four, November 20, 2020. Learn Before the coaching session, I prepared a checklist that would address the strategy for the lesson I observed. The checklist was kept short and concise. Based on Knight’s one page list “limiting the list to one page to keep the playbook from becoming overly complex and unwieldy” (Knight, 2018, p. 104). This is the Technology Approach Literacy Cooperative Learning Checklist. We went over the checklist and agreed to modify some items, but most of the items on the list where acceptable to both of us. We went over the goal again and decided to leave the goal at 90%. Then we moved on to choose a modeling approach. I gave Figgy several options: come in person and observe, view a recording of the lesson, co-teaching or a combination of the formers. Figgy chose to come in for an observation and to have me record the same lesson for further evaluation. The class that she came to observe me was my Spanish 3 honors class. During the coaching lesson we set up a time for her to come visit the class. I am excited to see how Figgy will face this challenge. Journal Entry Four, November 20, 2020. Improve I was a bit nervous before this coaching session because this was going to make or break my coaching career. But after my observation and the discussion that came after, I was feeling very optimistic. Below are examples of the list I provided Figgy to assess her achievement of the goal and the implementation of the strategy, this is the Technology Approach Literacy Cooperative Learning Checklist: 1. Teacher has clear idea of the learning strategy. PALS/Cooperative learning 2. Teacher has written clear expectations for the task. 3. Students have clear understanding of the teacher’s expectations. 4. Teacher has given sufficient time for activities. PALS pacing time is included. 5. Teacher identified goal of technology approach with this lesson During my observation, Figgy implemented the same style lesson she came to observe me teach, PALS/Cooperative learning with a literacy focus. Her students read the articles and worked in pairs in the task. They each read a part of the article aloud and after answer the questions along with the graphic organizer provided. At the end of the lesson, the students were required to upload their work to canvas. Figgy provided the students with their own checklist with steps to complete beforehand, and as the lesson progressed, the students would put a checkmark on each item as they completed. The checklist for the students is provided below: COOPERATIVE LEARNING: TURN TO YOUR NEIGHBOR
The challenges we faced were predicted on the previous coaching session. The internet was a bit slow, so the solution was to allow students to sign in to the wi-fi a few at a time so not to overwhelm the system. My feelings towards this coaching session are positive. We decided to continue next semester with new classes and compare data success. This course has given me the opportunity to work firsthand with a teacher that was a joy to work with, and to practice in a safe environment how to properly coach another professional in my field. Overall, the experiences were great. A quote that stuck with me during this experience appears on Knight’s book in page 139: The people who set out to make it through the Dip – the people who invest the time and the energy and the effort to power through the Dip – those are the ones who become the best in the world. They are breaking the system because, instead of moving on to the next thing, instead of doing slightly above average and settling for what they’ve got, they embrace the challenge. For whatever reason, they refuse to abandon the quest and they push through the Dip all the way to the next level. -Seth Godin Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Thousand Oaks, CA, CA: Corwin, A Sage Company.
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Journal Entry Three,
November 6, 2020. Learn Before the coaching session, I prepared a checklist that would address the strategy for the lesson I observed. The checklist was kept short and concise. Based on Knight’s one page list “limiting the list to one page to keep the playbook from becoming overly complex and unwieldy” (Knight, 2018, p. 104). This is the Technology Approach Literacy Cooperative Learning Checklist. We went over the checklist and agreed to modify some items, but most of the items on the list where acceptable to both of us. We went over the goal again and decided to leave the goal at 90%. Then we moved on to choose a modeling approach. I gave Figgy several options: come in person and observe, view a recording of the lesson, co-teaching or a combination of the formers. Figgy chose to come in for an observation and to have me record the same lesson for further evaluation. The class that she came to observe me was my Spanish 3 honors class. During the coaching lesson we set up a time for her to come visit the class. I am excited to see how Figgy will face this challenge. |
AuthorSpanish Teacher at NPHS, MEd. candidate at Kennesaw State University. Archives
November 2020
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