7 Lessons Learned - Instructional Coaching Group · Keep video recording lessons and tallying...
Transcript of 7 Lessons Learned - Instructional Coaching Group · Keep video recording lessons and tallying...
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7 Lessons Learned INSTRUCTIONAL COACHING GROUP
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https://www.instructionalcoaching.com/resources/presentations/
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@jimknight99
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PARTNERS
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1. Learning opens new windows
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“Real learning gets to the heart of what it means to be
human. Through learning we re-create ourselves.
Through learning we become able to do something we
never were able to do. Through learning we perceive
the world and our relationship to it. Through learning
we extend our capacity to create, to be part of the
generative process of life. There is within each of us a
deep hunger for this type of learning.”
PETER SENGE
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1. Learning opens new windows
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Their peaceful drifting halted suddenly with the
approach of a mother and her two small children.
The appearance of humans often signaled fine dining
for the hungry flock. As if attached by some
invisible string, the whole flock immediately set sail
in the direction of the oncoming trio. At the pond’s
edge, the geese scrambled out of the water in waves
and scattered over the bank. Their smooth, graceful
glide across the water became a clumsy, stiff-legged
waddle. The children squealed with delight as the
geese moved closer, drawn by the trail of crackers
laid down by the mother.
A closer look at word level reading…
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Do you have students who read the way this
young man reads?
What are your thoughts and feelings about
that?
? Your Question
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2. Learning to be engaged is an essential part of learning.
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Why?
Happiness
Relationships
Productivity
Learning
Stopping kids from dropping out
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“Don’t focus on achievement,
focus on getting your kids excited
about learning.”
PEDRO NOGUERA
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Engagement
Behavioral Engagement
Cognitive Engagement
Emotional Engagement
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What percentage of students in your school are:(a) behaviorally engaged(b) cognitively engaged(c) emotionally engaged(d) not engaged?
? Your Question
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ELEMENTARYSCHOOL
THE GALLUP STUDENT POLL
% ENGAGED
76%
61%
44%
MIDDLESCHOOL
HIGHSCHOOL
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3. Professional learning requires follow-up
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My first teaching experience
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jim’s coach
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My first teaching experience
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None
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“I [have gone] back to many of my clients and assembled
data that answered the question ‘does anyone ever
really change?’ … Our database has grown to more than
250,000 respondents. My conclusion is unequivocal.Very few people achieve positive, lasting change
without ongoing follow-up.”
MARSHALL GOLDSMITH
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Why?
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a
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b
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c
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Your first attempts probably won’t work.
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Hope
A preferred future
Agency
Pathways
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d
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People don’t know what it looks like
when they do what they do.
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Prochaska, Norcross, DiClemente, & Crawley. (1994). Changing for good.
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0
15
30
45
60
Teacher predictions Reality
# of Teacher Questions # of Student Questions
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“Coaching done well may be the most effective
intervention designed for human performance.”
ATUL GAWANDE “PERSONAL BEST,” THE NEW YORKER
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The Impact Cycle
IDENTIFY
LEARNIMPROVE
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To what extent is coaching part of your
professional development?
? Your Question
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4. Professional development requires Instructional Playbooks
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One of the main barriers to turning knowledge into action is the tendency to treat talking about something as equivalent
to actually doing something.
PFEFFER & SUTTON, THE KNOWING—DOING GAP
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The curse of knowledge
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Atul Gawande, “The Checklist,”
The NewYorker
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Atul Gawande, “Personal Bests,”
The NewYorker
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Retrieved from the companion website for The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2018 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
CHECKLIST: FLUENT CORRECTIONSTO CREATE FLUENT CORRECTIONS: ✔Identify behaviors that must be corrected by reviewing ATMs and/or video(s) of students in class.
For each behavior, identify how you will correct students the first, second, third, and fourth time you observe them engaging in the behavior.
Identify an initial target behavior for which you want to develop the habit of consistent corrections.
Video record a lesson.
Watch the video and tally how often students engage in the target behavior and how often you correct it.
Keep video recording lessons and tallying behaviors and corrections until you consistently correct the target behavior.
Repeat the process with other behaviors that need to be corrected until you consistently correct all inappropriate behaviors.
✔
Source: I learned this strategy during a conversation with Randy Sprick. For more information about Randy’s excellent work on classroom management, see his website: http://www.safeandcivilschools.com.
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190 The Impact Cycle
The teaching strategies described in this playbook are also included in High-Impact Instruction: A Framework for Great Teaching by Jim Knight (2013).
Content PlanningGuiding QuestionsLearning Maps
Formative AssessmentSpecific ProficienciesChecks for Understanding
InstructionThinking PromptsEffective QuestionsFreedom Within Form (Dialogue Structures)StoriesCooperative Learning
Community BuildingLearner-Friendly CulturePower With vs. Power OverExpectationsWitness to the Good and Fluent Corrections
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220 The Impact Cycle
POWER WITH VS. POWER OVERIn One Sentence
x Each time we exert power over students, we move a little closer to becoming the dictator we always vowed we would never become.
The Hattie Check x Teacher-student relationships 0.72; Classroom behavioral 0.68; Classroom
management 0.52.
x While the overall effect size for classroom management is 0.52, it should be noted that in classrooms where there is a great need for management strategies, the impact could be much higher.
What’s the Point? x Few people have more direct power over others than teachers.
x Power can poison our ability to see the world through others’ eyes.
x Students are not served well when a teacher’s need for control runs up against a student’s need for autonomy.
x “Power with” is an alternative to “power over”, involving authentic power developed with students.
What Is Power Over? x Power over shows up in psychological bullying, asserting there is only one truth (the
teacher’s), and the constant reminder to students that they have inferior status.
x Power over can surface when teachers subtly ridicule students in front of their peers, lecture students to show who is boss, glare at students who are out of line, or use their much greater knowledge and experience to show up a student in a classroom debate.
x In worst-case scenarios, students feel impotent when confronted by a dominating teacher, and, feeling powerless or hopeless, they lose the desire to learn.
What Is Power With?
x Power with begins with the simple desire to empathize with students, to deeply understand how they are experiencing your class and the school, and how they think and feel about what is important in their lives.
x Build power with by
{{ Asking every day in every class what each student is experiencing right now in class.
{{ Having students try a program like Possible Selves to uncover their goals, strengths, and weaknesses, and to make an action plan for growth.
{{ Connecting with students through one-to-one conversations.
{{ Asking your instructional coach to interview your students.
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Retrieved from the companion website for The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2018 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
CHECKLIST: POWER WITHWHILE WATCHING YOUR STUDENTS, DID YOU: ✔
Give your students you full attention when they were talking?
Affirm students for their contribution (either verbally or nonverbally)?
Refrain from interrupting students when they are talking?
Avoid sarcasm, singling students out, power-tripping, and other actions that communicate a lack of respect?
Make bids for connection and appropriately turn toward students’ bids for connection?
Communicate the same degree of respect to all students?
✔
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5. Teaching is harder than rocket science
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SIMPLE
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COMPLICATED
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COMPLEX
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Teaching is more complex than rocket science.
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Adaptive challenges VS Technical challenges
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“In education, it’s never one size fits all—it’s one size fits one.”
ERIC LUI
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Do you think teaching is simple, complicated,
or complex?
What impact does that have for professional
learning?
? Your Question
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6. Professional learning requires choice
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VIGNETTE: THE LEARNING STRATEGIES PRESENTATION
She made so many of us so angry by her attitude probably as
much as anything. We were doing it during...you know, really, I
don't know if it was fall or spring, but the weather was extremely
hot and we really didn't have any air conditioned anything in this
building at that time…
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VIGNETTE: THE LEARNING STRATEGIES PRESENTATION
It was at the end of the day when you're really tired. We weren't
being paid for it at all. We'd be here until way after four and the
building would be empty by the time, you know, we would finish.
I'm not quite sure that people really function well if they're
mentally and physically tired She may have had a much better
audience if we had been rested…
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VIGNETTE: THE LEARNING STRATEGIES PRESENTATION
She would come in and she would always talk about her
experiences, her family, how all of this was very possible and how
it would be very beneficial. She always looked so fresh, so clean...
Honey-colored hair. Very attractive. She sparkled with jewelry. Gold
jewelry. I've never seen anybody wear more gold jewelry than she
did and it was tasteful. She looked good. and all of us felt
absolutely so grubby, just really nasty ... we really weren't very
receptive to her. I think we sat around looking like hostile juvenile
delinquents. I'm sure we did. We were hostile, giving dirty looks,
looking at each other and all of this hostile stuff. It's embarrassing
to think about. A bit amusing, but mostly embarrassing ...
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VIGNETTE: THE LEARNING STRATEGIES PRESENTATION
I think probably the thing that I didn't like because I just don't believe it, I
don't believe that there is any one system that is perfect, and this was
virtually sold to us as being something that we had to do step-by-step, no
deviation. There could be none of our personal input working with maybe
an individual child. It was very cut, and very dried and it was nothing that
you could deviate from. That irritated me. It was as if you absolutely had
no brain and that you didn't know what might work better using the same
basic idea. There was no possibility at all. None what so ever. While I
could see that strategies would be really very effective with some children,
I knew that it wouldn't work with everybody. And could you change it? No,
was the answer we got. You could not. This was it. It had been tested ...
you could not change it and she was really quite adamant about that ... she
didn't bend anything ... you had to follow those instructions exactly. It was
probably a combination of many things.
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VIGNETTE: THE LEARNING STRATEGIES PRESENTATION
At any rate, after she finished her stint here, I think that most of
us tucked the books away that our district bought for us and just
never used them...
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When you insist, they will resist.
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» Control doesn’t work.
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“control is an easy answer. It . . . sounds tough, so it feels
reassuring to people who believe things have gone
awry . . . however, it has become increasingly clear that
the approach simply does not work . . . the widespread
reliance on rewards and punishments to motivate
responsibility has failed to yield the desired results.
Indeed, mounting evidence suggests that these so-called
solutions, based on the principle of rigid authority, are
exacerbating rather than ameliorating the problems.”
EDWARD DECI,
WHY WE DO WHAT WE DO (PP 1-2)
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» Control doesn’t work.
» Control diminishes people.
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“Saying no is the fundamental way we have of
differentiating ourselves. To take away my right to say
no is to claim sovereignty over me … if we cannot say no,
then saying yes has no meaning.”
PETER BLOCK
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“The opposite of love is control.”
DONALD MILLER
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» Control doesn’t work.
» Control diminishes people.
» Choice doesn’t mean people can choose to be
unprofessional
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» Control doesn’t work.
» Control diminishes people.
» Choice doesn’t mean people can choose to be
unprofessional
» Choice leads to intrinsic not extrinsic
accountability
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Now that you have learned about two strategies,
which of the two do you believe you are most
likely to teach?
? Implementation Question
14
59 PARTNERSHIP LEARNINGTRADITIONAL TRAINING
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How easy is it for you to let go of control?
? Your Question
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7. Professional learning requires dialogue
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Conditions for Dialogue*
1. Humility
2. Hope
3. Faith
4. Critical Thinking
5. Love
*Paulo Freire
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Love
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Engaging the will for the good of another
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“Ultimately,
our greatest joy
is when we seek
to do good for others.”
ARCHBISHOP DESMOND TUTU THE BOOK OF JOY
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“I have decided to stick
with love. Hate is too
great a burden to bear.”
DR. MARTIN LUTHER KING, JR.
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“Our inherent value and worth as human beings.
Everyone is born with it.”
JOHN KROWNAPPLE
Dignity
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How easy is it for you to choose love over hate?
How easy is it for you to “engage your will for the
good of others?”
? Your Questions
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7 Lessons Learned INSTRUCTIONAL COACHING GROUP
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