In
previous posts, we’ve considered the value of feedback as part of an effective
recommendation (feedback + advise = recommendation). Feedback is “a reaction or
response to a particular process or activity” (dictionary.com). Although gathering and
providing feedback can be an important service provided by a coach, when
teachers are ready to take on more responsibility, encouraging them to gather
their own evidence is an effective coaching move. This encouragement can come through questions
asked during planning and reflecting conversations.
During
planning conversations, I’ve asked the question, “How will you know whether your students are learning what you
intended?” This question encourages teachers to consider the evidence of
understanding that they’ll be looking for. It sharpens their focus on formative
assessment, urging them to collect feedback about the lesson’s effectiveness
while it is in progress. For example,
when I asked Amanda, a second-grade teacher, how she would know whether
students were getting the big idea during her lesson on story elements, she
said, “I’ll have a better idea of where each individual student is by observing
and talking to them in their small groups.” I followed up with, “What will you hear if students are
understanding?” This probing question pushed her to think concretely about
her expectations. I also asked, “How
will you keep track of what you hear?” Although teachers can rely on their
memories for an overall sense of the lesson’s effectiveness, anecdotal records
present snapshots of individual students that are useful for planning further
instruction.
In
a conversation after the lesson, I asked Amanda, “What did students’ work reveal about their understanding?” She
first provided an overview: “They discovered that
their stories became very different when the story elements changed.”
Amanda went on to give specific examples, like snapshots in an album, that
evidenced her careful observation. For instance, she said, “One of my middle groups definitely had a grasp on
story structure. I could tell because when I came over to discuss with them,
they had written a B, M, & E on their paper to make sure they met all three
parts. They did this all without me probing to do so!”
When I inquired about individual differences,
Amanda noted, “Some students show high understanding of story structure and are
able to put their thoughts down on paper very well. Others are so befuddled in
the structure of stories and writing that they are unable to communicate their
ideas down on paper.” This declaration led to a discussion about how future
lessons might be differentiated to respond to students’ varying abilities.
As teachers collect their own feedback about a
lesson’s effectiveness, they sharpen their observation skills and become astute
kid-watchers. Data they collect documents the story of students’ growth and
provides important information for ongoing instruction and intervention. The
questions we ask as coaches, like those listed above, can be a catalyst for these important snapshots.
This week, you might want to take a look at:
This
video, in which Linda Darling-Hammond discusses collaborative work as effective
professional development:
Book
Previews are like a movie trailer:
Tips
for helping students become close readers:
Is a research project looming
in an upcoming unit? Here are 13 ways to make sure students hate research:
If
you like grammar (or struggle with students who don’t), you’ll enjoy this video
by “Weird Al” Yankovic:
That’s
it for this week. Happy Coaching!
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