In No More Phonics and
Spelling Worksheets, Marcia Invernizzi describes how important it is
for learners to have the opportunity to examine and analyze words, to reflect
on their observations, to orally discuss, and to test their hypotheses. These processes, Invernizzi claims, support
learning about phonics and spelling and transfer of knowledge to new contexts. Inverness describes the teacher’s role in
providing these opportunities as centered on a knowledge of each students’
stage of development. Teachers focus
students’ attention on critical contrasts and fundamental principles that they
are ready to learn. What’s critical,
Invernizzi points out, is the active role of the learner. The teacher facilitates the learning by analyzing
students’ readiness, by providing appropriate learning opportunities, and by probing
and questioning. Rather than “telling”
students what they need to know (by giving students spelling rules to memorize,
for example), the teacher structures meaningful learning experiences for her
students. She is a teacher, not a teller.
These
principles apply not just to spelling and phonics instruction, but to learning
in general. “Rules are useful mnemonics
if you already understand the underlying concepts at work,” Invernezzi says, “but
they are not useful teaching tools” (p. 45).
Memorizing the Pythagorean theorem or the equation for Einstein’s theory
of relativity is not very helpful if you don’t understand the underlying
concepts.
Let’s
apply this to coaching. If a teacher’s
goal is to improve classroom discussions, we can apply Invernezzi’s logic to
help her do so. We can record a lesson,
for example, or take detailed notes and give the teacher the opportunity to
examine and analyze discussion in her own class. Or we can provide the opportunity for the
teacher to visit another classroom and then discuss what occurred, using
reflective questions to focus the teacher’s attention on fundamental principles
that support effective discussion. We
can encourage the teacher to develop hypotheses and then meet again after the
teacher has tested these hypotheses. The
coach is supportive of the teacher’s readiness to implement new strategies
through the experiences she provides and the critical features she draws
attention to during the coaching conversation.
By making space for dialogue, coaches create an exchange of information
rather than being imparters of it.
Just
as with young students learning rules of phonics and spelling, teachers who are
honing their craft benefit from active learning experiences that encourage
comparison and analysis. By facilitating
such experiences, a coach takes the role of teacher, not teller.
This week, you might want to
take a look at:
How mentors help first-year teachers:
This video demonstrates a True or False
Equation Routine, adaptable for any skill or grade-level:
Ideas for #articleaday to hook
reluctant readers:
Podcasts
on emotional intelligence – with lots of applications for coaching:
A
Pinterest board helpful links for instructional coaches:
That’s it for this week. Happy Coaching!
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