The #educoach hashtag is used by instructional coaches around the world. We chat each Wednesday at 8pm CST on Twitter and use the hashtag throughout the week to share resources, ask questions and collaborate with instructional coaches.
Hi! Lauren, instructional coach, Indiana. My #eduwin is staying warm with the kiddos today during this polar vortex adventure we are experiencing. Nice to work indoors today by the fireplace! Looking forward to co-moderating with @kennycmckee tonight! #educoach
Hi, #educoach! So happy to finally be here (I'll be cooking dinner during the chat...)
My #eduwin was co-teaching coding with kindergarteners and participating the the #ClearTheAir chat.
Q1 Noticing is when the coach and teacher are actively tuned in and looking for evidence of student learning. What coaching methods lend themselves well to this process? #educoach
A1: I love using a grid with students' names when I'm in classrooms. I include the learning target so I stay focused on what students are doing and where there are gaps. #educoach
A1: In math, noticing student strategies to sequence their work puts the focus on student understanding - during co-teaching. Described thoroughly in #5practices.
#educoach
A1: Co-teaching enables me to really engage in noticing. I love when the teacher and I can step to the side to notice what students are doing/learning. I am considering when to notice aloud to students. #educoach
A1: In math, noticing student strategies to sequence their work puts the focus on student understanding - during co-teaching. Described thoroughly in #5practices.
#educoach
Q2 Naming is when “noticing” information is used to make decisions about what students need next. How might a coach and teacher work together to move learning forward from what they “named?” #educoach
Thanks! In #5practices, the authors describe selecting student work to share with the class and sequencing it in order to build mathematical understanding for the class. #educoach
A2: After a lesson, I like to reflect with the teacher about what we noticed in order the brainstorm next steps. Sometime I include student feedback. I'll ask students what helped them learn and what got in the way of learning. #educoach
I really like how you highlight growing the feedback ladder with student feedback as well. Such a strong move to make when thinking about driving learning forward. #educoach
I find their insights to be helpful for both the classroom and teacher to hear to inform our discussion. I find that sometimes their feedback is the most important take-away for us. #educoach
A3: I just read the example in the text about Diane's experience coaching in a subject area unfamiliar to her. The learning targets made it possible for her to "notice and name" what the students could do. #educoach
A3: Clear Learning targets keep us focused! There’s so much to look at and get distracted by in the classroom. Learning targets keep us looking at what is most important. #educoach
A1/2: Noticing and Naming can be done easily using a learning target folder which helps to facilitate conversations. This coupled with agressive monitoring in the classroom can create a student centered approach and it shows misalignment to the standards when planning. #educoach
A3: I just read the example in the text about Diane's experience coaching in a subject area unfamiliar to her. The learning targets made it possible for her to "notice and name" what the students could do. #educoach
A3: There are so many things to notice during a lesson; behaviors, discussions, strategies. Having a clear idea of the learning targets helps you focus on one aspect at a time. #educoach
A3: Great new book on using success criteria (learning targets) with students. It fits right into noticing and naming.
https://t.co/MkhOzSo1Zj#educoach
A4: The teacher deserves the opportunity to learn and make meaning of the "notice and name" data that is collected. OWNERSHIP goes to the teacher, rather than the coach telling! #educoach
A4: We run a great risk when we don't. We can shut down the teacher's opportunity to reflect. We could derail the learning process or demean the teacher. #educoach
Yes! We are supporting the conditions needed for change in student learning, yet ownership for the teacher in the process is a non-negotiable. #educoach
Another example of learning target folder that shows formative assessment and differentiation. The best part is the teachers make the connections naturally because that space is empty until they address it in planning. #educoach
Q5 Micro Modeling is a strategy where a coach models a small portion of the instructional block. How might micro-modeling be more helpful to the classroom teacher than the coach leading the whole lesson? #educoach
A5: We are encouraging teachers to be designers of their learning. While we are creating opportunities for ongoing learning experiences, we want to show ongoing collaborative partnership practices and allow for our Ts to focus on intended learning targets. #educoach
A5: Again, ownership! If the teacher is still engaged in the lesson, they will pay more attention to the modeling and the students. No leaving for coffee... #educoach
A5: It isn't as overwhelming and provides a manageable focal point for time with teacher especially if you are responsible for multiple campuses. #educoach
A5: I also thinks micro modeling sets the stage for the students that the teacher and I are partners. I'm not a guest speaker/honorary substitute to them. I am another adult interested in their learning and their teacher's work #educoach
Wow! Missing the point... I try to have a form or something to focus their attention. Teachers have so many demands on them, I can see looking for any break... we need to build a culture of learning around coaching. #educoach
A6: These questions are helping me see a theme through the book and a learning for me - Micro-modeling that is planned together is important for teacher OWNERSHIP in the process. And the classroom teacher will know more deeply what students need. #educoach
Yep. I learned to make it very clear that the purpose of me being there is for us to learn together. That was after a teacher left the room and had coffee and LOUD conversation next door. #educoach
A6: These questions are helping me see a theme through the book and a learning for me - Micro-modeling that is planned together is important for teacher OWNERSHIP in the process. And the classroom teacher will know more deeply what students need. #educoach
Thinking deeply about student needs yet having a support to navigate through the thinking process. When we take the thinking out of the learning, we are eliminating the ownership. #educoach
A7: I see micro-modeling as a chance for teachers to focus on how students respond. Building on formative data around standards should provide goals. Sometimes I show instructional routines for building academic language - for language goals, not just content. #educoach
A7: I think the goal is a bigger picture goal for the coaching cycle. Then the micro modeling is based on a specific part of the lesson that the teacher would like to see modeled. #educoach
A7: I find I do more micro-modeling when a teacher has discussed a student need, and I offer a possible instructional routine he/she is unfamiliar with. #educoach
A8: When the teacher and the coach start with a video clip of an effective instructional strategy, then plan on the implementation of the strategy. #educoach
A8: I have been developing some video clips of some of our teachers doing specific instructional strategies that will work nicely for this, I hope! #educoach
A8: Sometimes the video is modeling for both of us. I am working with a teacher that wants to enhance rigor but still allow differentiation -- we have been eying this Learning Menus video. https://t.co/ochBu9lNua#educoach
A8: I think micro modeling is the best strategy for using video because it is the most instructionally focused strategy we use when co-teaching. #educoach
