Download - Coaching for Teaching & Learning
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COACHING FOR TEACHING & LEARNING
Welcome! Please sit at tables in groups of 4-6 – people with whom you work well.
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DAY PLAN
0900 - 1030 Community Builder & Teaching Standards
1100 – 1230 Professional Learning Profile and Coaching
1315 – 1500Peer coaching in practice
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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
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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
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TEACHING STANDARDS AND GOOD TEACHING
Revisit teaching standards Distil their meaning Apply their intent to good teaching Use a version of Collaborative thinking
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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)
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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
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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
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TOGETHER,Summarise the standards into a Haiku and an equation(10 minutes)
Haiku: 5,7,5 syllables
Equation:Good Teaching =?
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Hattie, 2008
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That’s the what but what about the how?
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WHY PEER COACHING?
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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)
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Self-Reflection on hard learning – Where am I? What’s next? How do I get there?
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Huff
Puff
Moan
Learn
Achieve
Smile
Learning Focus:
Huff because:
Puff because:
Moan because:
Learn because:
Achieve because:
Smile because:
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Huff
Puff
Moan
Learn
Achieve Smile
Huff
Puff
MoanLearn
Achieve
Smile
Huff
Puff Moan
Learn
Achieve
Smile
HuffPuff
Moan
Learn
Achieve
Smile
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PROFESSIONAL LEARNING PROFILE
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PROFESSIONAL LEARNING ACTIVITIES
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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.
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PEER COACHING IN PRACTICE Two effective ideas: differentiation wheels
and progress wheels Use PLP to plan how you would embed these
ideas in class
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Differentiation Wheels
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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
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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
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Content: Numbers,
Words, Notes etc.
A linking task
An application
task
An evaluation
task
A creative task
An analysis task
Design template:Centre circle contains subject content with which all learners will be familiar.
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
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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…
Design template:Centre circle contains subject content with which all learners will be familiar.
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
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Progress Diamonds
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CHOOSE
COUNT
SORT
USE
CHAN
GEOTHER
Template 2
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Template 4
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Peer Coaching
• The ultimate test of coaching is that you achieve more by working with the coach than you would have without them.
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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
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Coaching Principles & Practice• PRCR
– Protocols– Relationships– Communication– Results
• CIEQS– Comment– Instruct– Encourage– Question– Suggest
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• 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?
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P
R
C
R
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• 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….
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FLIP FOLD PLANNING
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3+ Skills of an effective coach
3+ Attitudes of an effective coach
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3+ Skills of an effective coach
3+ Attitudes of an effective coach
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Peer coaching activities
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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