DiscourseDiscourse

How can discourse be a significant means to formulate

and articulate thinking?

WERAWERA

March 27, 2008March 27, 2008

Alisa Griffen, Laura Phillips, Alisa Griffen, Laura Phillips, Nancy CooganNancy Coogan

• Discourse in the classroom: all class, Discourse in the classroom: all class, small group, partners, small group, partners, teacher/student discourseteacher/student discourse

• Discourse with professional Discourse with professional developmentdevelopment

Triangle of DiscourseTriangle of Discourse

Content StandardsContent Standards

Conditions Set in Classroom

Inquiry as a Learner

Teaching Dilemmas Teaching Dilemmas BeforeBefore

• Accountable TalkingAccountable Talking• On-TaskOn-Task• Focused on the TopicFocused on the Topic• CorrectCorrect• Proof of UnderstandingProof of Understanding

• Persuasive Language/Strategies

• Persuasive Strategies chart

Skip the SodaSkip the SodaSeattle TimesSeattle Times

What content language can you What content language can you predict based on the text?predict based on the text?

What habits of mind do you expect to What habits of mind do you expect to see?see?

What classroom conditions are in What classroom conditions are in place that support discourse?place that support discourse?

Teaching Dilemmas NowTeaching Dilemmas Now

• Natural TalkingNatural Talking• EngagementEngagement• Elaboration/Extending thoughtsElaboration/Extending thoughts• AssessmentAssessment

Coaching ConversationCoaching Conversation

• How does this coaching conversation How does this coaching conversation show evidence of the varying show evidence of the varying vertices of “the triangle”? vertices of “the triangle”?

Triangle of DiscourseTriangle of Discourse

Content StandardsContent Standards

Conditions Set in Classroom

Inquiry as a Learner

What evidence did you have of the varying points of the triangle?

Coaching PerceptionsCoaching Perceptionsand Dilemmasand DilemmasTurn and TalkTurn and Talk

Coaching DilemmasCoaching DilemmasThenThen

• What does a coach do?What does a coach do?• What are the implications of doing “things” that may What are the implications of doing “things” that may

not maintain the integrity of the coaches role? – not maintain the integrity of the coaches role? – varying perspectivevarying perspective

• How do I graciously support teachers and How do I graciously support teachers and administrators which make requests that may not be administrators which make requests that may not be my role?my role?

• How do I understand the content and developmental How do I understand the content and developmental appropriateness of my knowledge in the context of appropriateness of my knowledge in the context of each individual’s classroom experience?each individual’s classroom experience?

• How do I build relationships with administrators, How do I build relationships with administrators, teachers and teams that are most beneficial to student teachers and teams that are most beneficial to student learning?learning?

• How should a coaching conversation go?How should a coaching conversation go?

Coach/Consultant RolesCoach/Consultant Roles

• Relationship Relationship based: side by based: side by side/long termside/long term

• Pre-brief/DebriefPre-brief/Debrief• Individualized for Individualized for

specific teacher specific teacher needs based upon needs based upon student next steps.student next steps.

• District wide District wide initiativesinitiatives

• Intensive side by Intensive side by side: Usually with side: Usually with observersobservers

• Pre-brief/DebriefPre-brief/Debrief• Awareness of Awareness of

disparity in content disparity in content knowledge versus knowledge versus structural structural implementation in implementation in the classroom.the classroom.

• National perspectiveNational perspective

Coaching DilemmasCoaching DilemmasNowNow

• How do I provide continual and varied levels of support for How do I provide continual and varied levels of support for each individual, team and building as a K-12 system?each individual, team and building as a K-12 system?

• How are the conversations being had build sustainable How are the conversations being had build sustainable capacity?capacity?

• How do I use the assessment I receive in my coaching, How do I use the assessment I receive in my coaching, facilitation, and classes help identify next steps for our facilitation, and classes help identify next steps for our system’s professional development?system’s professional development?

• What are the implications of the structure of professional What are the implications of the structure of professional development for individuals, teams, grade levels, buildings, development for individuals, teams, grade levels, buildings, vertical teams, etc.?vertical teams, etc.?

• How can a coaching conversation had with ______ build my How can a coaching conversation had with ______ build my understanding and be shared with other colleagues?understanding and be shared with other colleagues?

• How do I capitalize on powerful student learning situations How do I capitalize on powerful student learning situations and have those teachers share as professional and have those teachers share as professional development?development?

• How does professional development emulate the conditions How does professional development emulate the conditions and habits of mind we are asking of our students?and habits of mind we are asking of our students?

Effective Staff DevelopmentEffective Staff DevelopmentNSDC

• the organization of educators into the organization of educators into “learning communities” that have clear “learning communities” that have clear goals consistent with school and district goals consistent with school and district goals;goals;

• effective leadership to support effective leadership to support “continuous instructional improvement” ;“continuous instructional improvement” ;

• the application of research to school and the application of research to school and classroom strategies and decision classroom strategies and decision making; making;

• support for teacher collaborationsupport for teacher collaboration• the development of educators’ skills at the development of educators’ skills at

increasing parent involvement.increasing parent involvement.

Administrative PerceptionsAdministrative Perceptionsand Dilemmasand DilemmasTurn and TalkTurn and Talk

• How do you find great coaches without depleting your schools of great teachers?

• How do you provide coaches ongoing professional development to support them in their role?

• How do you create the cultural changes for teachers?

• The coaches need to feel supported and the teachers need to see them be supported.

Professional Professional Development Development

• Needs to show….not tellNeeds to show….not tell• Teachers learn and improve their Teachers learn and improve their

practice in a reflective, supportive practice in a reflective, supportive settingsetting

• Coaches serve as liaisons between Coaches serve as liaisons between research and practice…..they bring research and practice…..they bring the latest findings to the place where the latest findings to the place where it is most needed…the classroom.it is most needed…the classroom.

Administrative Support Administrative Support

• The need for a three to The need for a three to five year plan with five year plan with outcomesoutcomes

• Consistency in your Consistency in your buildingbuilding

• Creating a risk free Creating a risk free environment. What does environment. What does that look like?that look like?

• Providing significant time Providing significant time for teachers to plan and for teachers to plan and reflect collegially. reflect collegially.

• Purchase professional Purchase professional text to support the vision.text to support the vision.

• What type of support do What type of support do you deem as important?you deem as important?

• You are with your You are with your teachers all through the teachers all through the process versus PD process versus PD outside of your buildingoutside of your building

• Time….how do you Time….how do you provide the time provide the time necessary?necessary?

• Have a knowledge/vision Have a knowledge/vision of next steps of where of next steps of where they are working they are working toward.toward.

QuestionsQuestions