![]() ![]() What do you notice about the continuum? What do you think the differences between Show Picture of Coaching continuum - (Barkley, 2018) How would you respond to these teachers? Discuss in small groups and share whole He approaches you after the lesson and says it was the worst lesson ever. What are some examples of what you think you might say to her? Afterwards, she asks you what you thought. Smith’s* classroom and observe her teaching a lesson. What kinds of things do you think you’ll say to him? He asks you if you’d be willing to come to his class daily on his plan time to work on it together. ![]() He gets a new idea for a lesson, but needs a little help with it. He not only implements new ideas, he immediately puts it into practice. Provide coaching scenarios: (* denotes pseudonyms) Place teachers in small groups - HS and Elem Development of PBL models along the way.Online meeting: still want it to be a Wednesday morning?.Weekly modules, chunked for small bits of work to be done over the week.Reflect: What do these mean? What is the deep, overarching concept? What’s the big Unpack the second section: “What we need to know” ■ Confidential, safe and private environments “How do we act?” to collaboratively develop norms. Unpack the Danielson Coaching Standards listed at the top of the training agenda: unpack Sound like, and feel like? Ask teachers to complete the chart below: So what's our why? Share the overall goals for the study.Įngage (15 minutes): In the best possible world, what do we want coaching to look like, Recognize components of effective dialogue used during coaching.ĭriving question: What actions are characteristic of effective coaching?.Enhances professional capacity through ongoing professional learning. Provides responsive professional support.Ĥe. Provides relevant and timely feedback to teachers.ģe. Engages teachers in learning new instructional strategies and practices.ģd. Collaborates with teachers to design rigorous, standards-based classroom instruction.ģc. Demonstrates understanding of the underlying research, theories, knowledge, andģa. Promotes a culture of continuous instructional improvement.ġa. Establishes clearly defined norms for professional conduct.Ģb. Demonstrates professionalism by adhering to the highest standards of integrity andĢd. Creates a respectful and emotionally safe culture that promotes collaboration.Ĥf. Identifies clear, specific, and appropriate goals for the instructional support program.Ģa. Sustainability 11 Efforts administrators are taking toġc. Sustained use 10 Continued practice of the School support 9 Resources provided by the school to Reflection 30 Thoughtful consideration of actions Questioning 36 Queries posed by teachers to elicit Peer coaching 14 The use of pausing, paraphrasing, Online training 12 An outcome of conducting learning Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.14 Peer to peer feedback and assistance My peers can give meĮfficacy 148 Feelings or beliefs one holds to feelĮxamples 12 Models of effective PBL instruction Witness how other teachersįeedback 42 Suggestions or advice, resulting in This material is based upon work supported by the National Science Foundation under Grant No. We are soliciting feedback regarding the reliability, validity, and completeness of the codebook, and future project plans. The resultant qualitative codebook is displayed and audience members can use the codebook to classify comments. The analysis generated a qualitative codebook that can be used to classify source code comments with respect to thinking processes and organizational patterns. This poster displays the results for the following three research questions: RQ1) What do source code comments tell us about novice programmers' thinking processes while coding? RQ2) What do source code comments tell us about how students visually organize their source code? RQ3) What differences exists for students receiving traditional instruction versus WTL instruction? To answer these questions, we analyzed students' programming assignments from an introductory programming course with and without WTL instruction. Initial efforts examined existing writing in the form of guided source code comments. We are intermingling Writing-to-Learn (WTL) strategies in support of learning to program. Learning to program is a complex task and is a documented persistent challenge. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |