SESSION 3


School Agreement Plan - Review and share

School Peer Coaching Plan.doc

School Agreement.doc


School Awareness of Program
How will you let staff know about the program? Let's list some ideas here -
1. What a Peer Coach is.
2. Clarity of roles and responsibility for coachees and coaches
3. Where to next with data from the ePotential
4. Open communication, collaboration
5. How to integrate technology
6. Why Peer Coach? What is the benefit?
7. How it can be married with the Literacy and Numeracy
8. Build knowledge and capacity -

You may like to use these templates.

Brochure template.pub

Brochure template.doc

or any other digital formats eg; Comic Life, PowerPoint, etc...

coaching_focus.png
coaching_focus.png



Research suggests teachers move through stages as they learn to use technology (Dwyer, Ringstaff, & Sandholtz, 1991). Use the chart to identify the stage of your collaborating teacher. Then use the information to write a goal below.

STAGE 1
STAGE 2
STAGE 3
Teachers:
  • Learn the basic skills of using technology to start integrating technology into classroom activities.
  • Use technology for personal and classroom management tasks.
  • Try using technology in their classrooms.
  • Focus more on the technology than on the content of a project.
Teachers:
  • Focus on integrating technology into standards-based learning.
  • Experiment with collaborative and cooperative learning strategies.
  • Move from using technology as an add-on to using technology to help students learn more effectively and be more engaged in their learning.
Teachers:
  • Begin to use authentic learning tasks that have real audiences.
  • Use instructional strategies that require students to take more responsibility for their learning and frequently use technology as a tool for learning.
  • Involve students in long-term, active learning projects that use technology as a tool.
  • Begin to create new ways to assess student work.




Communication Skills
Communication Skills and Strategies
  • Active Listening: Attend fully to speaker, lock out competing thoughts, lean forward, and pause before responding
    • Active listening means that you are monitoring and controlling your behavior and attending to the conversation
    • Strive to pause for 5-10 seconds after someone finishes speaking. Pausing allows time for the speaker to think. This is also a good way to model thoughtfulness.
  • Paraphrasing: Restate what was said to indicate acceptance, encouragement, and understanding. Establish a relationship, avoid "I".
    • Paraphrasing can create a safe environment for thinking. It says, I am trying to understand you, and therefore I value what you have to say. Paraphrasing can help to establish a relationship between you and participating teachers.
    • The I statement signals that what the speaker is thinking no longer matters and that the paraphraser is going to insert his or her own ideas into the conversation.
  • Clarifying Questions: Add clarity to the conversation, are factual questions, help the speaker to be more specific, are straightforward questions that don't require a lot of thought to answer.
    • Examples of Clarifying Questions: How did you present the information? How many students were there? Were students working in groups?
  • Probing Questions: Push the speaker to think more deeply about a topic, are often prefaced by a paraphrase, don't carry a solution (better if the questioner doesn't have the answer), are questions that help focus the speaker rather than satisfying coach's curiosity.

Communication Cue Cards.doc



COMMUNICATION SKILLS PRACTICE.doc

Lesson Design


Learning Activity checklist
external image msword.png Learning Activity Checklist.doc
Scavenger Hunt criteria


Compare
http://www.xtranormal.com/watch/377011/
and
Janelle's digital story.