coaching for teaching & learning

www.thinkingclassroom.co.uk

COACHING FOR TEACHING & LEARNING

Welcome! Please sit at tables in groups of 4-6 – people with whom you work well.


DAY PLAN

0900 - 1030 Community Builder & Teaching Standards

1100 – 1230 Professional Learning Profile and Coaching

1315 – 1500Peer coaching in practice


OUTCOMES

Further develop professional relationships within the Whitehouse learning community – looking at working with peers

Get to grips with Teaching Standards and good teaching

Create differentiated, progress-linked resources

Create Professional Learning Profiles and apply for own CPD


COMMUNITY BUILDER – TATTOO-YOO INDIVIDUALLY and in secret, SKETCH a design for

a(nother) tattoo that you would wear on your arm that represents: (2 minutes) “Hard Work & Success”

In turn SHARE tattoo designs (3 minutes) TOGETHER, as a group, create a single design that

fits well onto an A4 sheet. (5 minutes) Reporter come to the front and be ready to show and

explain the group’s design to the school Everyone to have the best design tattooed on their

arm, by end of June Ignore that last instruction


TEACHING STANDARDS AND GOOD TEACHING

Revisit teaching standards Distil their meaning Apply their intent to good teaching Use a version of Collaborative thinking


Mark out a flip chart page like this and make sure everyone can write on it at the same time.(one edge space for each person – this one is for a group of 6)


Slice and Share out the teaching standards sections.

Individually, summarise your section into exactly 10 keywords and 1 sentence.

Don’t share yet!7 minutes


IN TURN,sweep* round the group, sharing with each other. Share out the time 5 minutes

After all have spoken, discuss share ideas etc.

*Sweep = ring-fenced time for speaker: no interruptions, questions, comments or challenges. However, write comments, questions, ideas here


TOGETHER,Summarise the standards into a Haiku and an equation(10 minutes)

Haiku: 5,7,5 syllables

Equation:Good Teaching =?


Hattie, 2008


That’s the what but what about the how?


WHY PEER COACHING?


Student Achievement through Staff Development

Impa

ct o

f St

aff L

earn

ing

Even

ts

Results0% 100%

Research & Theory5%

Impact on Classroom Practice5%

Impact on Classroom Practice5%

Research, Theory & Demonstrations10-20%

Impact on Classroom Practice5-10%

Research and Theory, Demonstrations & Practicewith Coaching and Mentoring90%

Impact on Classroom Practice80-90%

80-90% Research and Theory,

Demonstrations & Practice

(Joyce and Showers 1996)


Self-Reflection on hard learning – Where am I? What’s next? How do I get there?


Huff

Puff

Moan

Learn

Achieve

Smile

Learning Focus:

Huff because:

Puff because:

Moan because:

Learn because:

Achieve because:

Smile because:


Huff

Puff

Moan

Learn

Achieve Smile

Huff

Puff

MoanLearn

Achieve

Smile

Huff

Puff Moan

Learn

Achieve

Smile

HuffPuff

Moan

Learn

Achieve

Smile


PROFESSIONAL LEARNING PROFILE


PROFESSIONAL LEARNING ACTIVITIES


PROFESSIONAL LEARNING ACTIVITIES

Pick one area of professional development you want to work on: Teaching standards Interests Observation feedback

Look at your PLP and PLA Consider use of Video Come up with 3 development activities that

you want to do to become better at what you do

Work alone, in pairs, triads etc.


PEER COACHING IN PRACTICE Two effective ideas: differentiation wheels

and progress wheels Use PLP to plan how you would embed these

ideas in class


Differentiation Wheels


Content: Numbers,

Words, Notes etc.

A combination

task (all content)

A combination task (some

content)

An ordering or ranking

task

A selection task

A harder combination task (some

content)

Design template:Centre circle contains subject content with which all learners will be familiar.

Outer circles contain different levels of task to apply to the centre content. Tasks can be inspired by differentlevels in nationalor core learningstandards.

Design Template 1


1.5, 13, 10, 20, 50, 999,1329, 0.004,4, 256, Half

Add together

Make 130Make 2

Make 70

Put in Order

Which is the odd one out

and why?

Make 6009Make 202Make 0.2

Maths example:Centre circle contains numbers with which all learners will be familiar.

Outer circles contain different levels of task to apply to the centre numbers.

MathsExample


Content: Numbers,

Words, Notes etc.

A linking task

An application

task

An evaluation

task

A creative task

An analysis task


Outer circles contain different levels of thinking task to apply to the centre content. Tasks can be inspired by differentlevels in nationalor core learningstandards.

Design Template 2


Content: Numbers,

Words, Notes etc.

Link to each other/ other

concepts

Use some or all to…

Rank in order of…

Combine 2 or more to…

Find out which one

is…


Outer circles contain different levels of thinking task to apply to the centre content. Tasks can be inspired by differentlevels in nationalor core learningstandards.

Design Template 2Task Prompts


Progress Diamonds


CHOOSE

COUNT

SORT

USE

CHAN

GEOTHER

Template 2


Template 4


Peer Coaching

• The ultimate test of coaching is that you achieve more by working with the coach than you would have without them.


Coaching Groups

• Form Coaching Groups

• Imagine you are coaching and your coachee presents you with their PLP. How would you use this information to design your coaching to help them learn and grow?

• Try it out in your groups


Coaching Principles & Practice• PRCR

– Protocols– Relationships– Communication– Results

• CIEQS– Comment– Instruct– Encourage– Question– Suggest


• PRCR– Protocols: What rules do we need? Trust? Confidentiality?

– Relationships: What issues and advantages are there in working directly and closely with others?

– Communication: How, when and why do we communicate?

– Results: How do we set outcomes and monitor/report/celebrate progress?


P

R

C

R


• CIEQS – Coaching Conversations– Comment

• I saw you do….You successful managed to….I heard….– Instruct

• You need to…I’d like you to try to….– Encourage

• Well done it’s going very well….Keep it up you’re progressing…Excellent because…

– Question• Why have you chosen to…What effect is **** having?...How can

we change this?...What outcome would you like to see here?– Suggest

• Would it work better to….Can I recommend that you….I might be wrong but….


FLIP FOLD PLANNING


3+ Skills of an effective coach

3+ Attitudes of an effective coach


Peer coaching activities


Use arrows to connect activities to skills and attitudes. i.e.: which activities need which skills/attitudes

3+ Skills of an effective coach

3+ Attitudes of an effective coach

Peer coaching activities

coaching for teaching & learning

Documents

teaching learning welcome

teaching standards sections

hard learning

professional learning

classroom practice5

share ideas

whitehouse learning

peer coaching