INDIVIDUAL BRAINSTORM – THEN Share out with 1-2 individuals
INDIVIDUAL BRAINSTORM – THEN Share out with 1-2 individuals
This reflection links to the “instructional focus” that students need to identify for the coaching sessions. FOR EXAMPLE... SVT….. A goal I have set for my own instruction this semester is to expand/improve my use of text-based discussion protocols. Belief.. Language & thinking linked, Ss need to talk about what they are learning, structuring discussion is important!!!!!!!!!
Day 2 port philos rdg re coaching (6915)
WELCOME TO LCRT 6915: SEMINAR & PRACTICUM IN LITERACY PROFESSIONAL DEVELOPMENTJanuary 30 th• Sign in attendance on the legal pad• Get a name tag• Find a place to sit & get comfortable• We will start at 5:00p.m.• Rebecca Schell, Academic Advisor, is with us tonight!
Getting Information REBECCA SCHELL ACADEMIC ADVISOR FOR LLCRT STUDENT SERVICESSCHOOL OF EDUCATION & HUMAN DEVELOPMENT
• Graduation Application & Timeline• MA Portfolio (Philosophy Statement, MA Reflection, Livetext)• CU Email system is official mode of university-student communication• CDE Endorsement/PLACE Exam• Your questions?
Getting Started on the Philosophy StatementMany of you already have academic writings from LCRT coursesthat address key areas of the philosophy paper. E.g., writingson:• Writings about foundations of literacy & language (historical perspectives, foundational theory & research, perspectives about literacy & privilege, sociocultural perspectives on literacy, etc.)• Connections between language & literacy development (primary & K-12);• Writing development; reading development;• Linking assessment with instruction;• Connections between literacy & culture;• Supporting literacy & language learning with children’s & adolescent literature;• Think about the pieces of writing you can use or pull from.
Getting Started on the Philosophy (2)Consider aspects of literacy teaching andlearning that are important to you. Thesemay be general, such asThe importance of using assessment to inform instruction;The importance of planning & delivering instruction that is responsive to students’ broad cultural backgrounds; orLearners’ language, learning & thinking are interrelated.
Getting Started on the Philosophy (3)Or, these aspects could be specific, such asThe importance of small group instruction; orThe importance of supporting learners’ in-class discussion about new content; orThe importance of using formal & informal assessments.
Getting Started on the Philosophy (4)Your philosophy may include beliefs aboutteaching & learning that are not directlyrelated to literacy, such asworking with second language learners of English;teachers’ work to advocate for students & families; providing students with choice; orincluding multiculturalism in your curriculum;Other?
TAKE TIME INDIVIDUALLY: WHAT ARE 5 TO 8 OF YOUR BELIEFS ABOUT LITERACY TEACHING & LEARNING? Literacy Language Culture Culturally responsive instruction What else?
NOW CONSIDER THE THEORETICAL UNDERPINNINGS OF YOUR BELIEFSYou’ve taken course work in : •Whose work have Foundations of literacy, language & you read? culture Literacy teaching & learning Primary literacy • What is the research Writing development process that grounds your Language development practice? Literacy across the curriculum Child/adolescent literature Literacy assessment linked to • What theories & instruction research ground your Multiculturalism & education beliefs? Educational research
WHOSE WORK, WHAT RESEARCH, WHAT THEORIES GROUND THE 5 TO 8 BELIEFSYOU SKETCHED ABOUT LITERACY TEACHING & LEARNING? Literacy Language Culture Culturally responsive instruction What else?
As you advance your philosophy…1. Review/re-read the academic papers and reflections you have written in the MA course work;1. Then revisit the 5 to 8 beliefs you have generated, and add a statement to each one such as, “I feel that ___ is essential because…” and finish the statement by writing a paragraph about why you feel this is important to you and to your students’ learning.2. Next, take these paragraphs and find the professional literature to back up your beliefs. You have been reading this literature and it has been influencing your thinking, now you need to put the two together.
Grounding the philosophy in theory & practiceYou need to articulate in the philosophy that youbelieve a practice is good for students becausetheorists and researchers have demonstrated itsbenefits and because of the effects you haveseen in the learning context with your ownstudents.Next week…. Beliefs, 1 paragraph each, research& theoretical underpinnings of each….
AS YOU REFLECT ON YOUR PHILOSOPHY, CONSIDE R WHAT YOU BELIEVE TO BE IMPORTANTWhere do you spend your time?Where do your strengths lie?Where does your practice matchclosely with what you believe?Where does your practice need somefine-tuning?
Where does your practice need some fine-tuning?• What are you working on this year?• What aspects of your instruction are you wanting/needing to improve in the areas of reading, writing, text, language?For example:Activating Ss’ schema? Asking Qs pre-during-post readingEmphasizing vocabulary? Using non-fiction text featuresAsking quality questions of Ss? Writing conventionsEmphasizing higher level thinking skills?Determining importance? Literary features of sci-fiMaking inferences? Other?Summarizing?
THINK ABOUT THIS! What aspect of your teaching would you like to share withtrusted colleagues who are also literacy experts? Coaching focus
Transitioning…to Knight’s workWe read in Knight’s text about these threeconcepts:•Coaching “light:” Building/maintaining relationships•Coaching “heavy:” Planning powerful instruction•Instructional coaching: Differentiated coaching/support with focus on research- based instructional practices
Chapter 2 on Instructional CoachingProvides a preview to Knight’s “blue” text, “Instructional Coaching: APartnership Approach to Improving Instruction”IC is grounded in the partnership philosophy (see theoreticalframework); Principles of Partnership Philosophy include:Equality Reflection DialogueChoice PraxisVoice ReciprocityWhere does instructional coaching begin?Consider areas of teaching within what Knight calls “the big 4:”classroom management content instruction assessment for learning
You choosePartner with 1 classmate & focus on 1 concept:Coaching heavy; coaching light; or Instr. Coaching1. Describe the concept in your own words.2. What do you see as its advantages?3. What would you identify as potential disadvantages?4. Have you seen it implemented? How so?5. What is a lingering question you have about the concept?
SHARE OUT: QUICK SUMMARYBrief description of conceptAdvantagesDisadvantagesImplementations in your contextLingering question
LCRT 6915, Week 3, Feb. 6thTOPICS: READINGS: BRING OR DUE:-Philosophy Paper -Dagen & Nichols, ch.Wkshp 1 2 “Teachers as Bring: Philosophy belief literacy leaders” pp. statements (5-8) with 1WRITING CENTER 21-41 (on ecollege in paragraph typedOverview: APA doc sharing) narrative groundingStyle, etc. each belief & primary -Knight (blue text) resources noted.-Debrief Dagen & Ch. 1 “WhyNichols ch. 2 coaching?” pp.1-18 DUE: & ch. 2 “What does -Instructional focus for coaching look like?” 6915 Coaching Sessions pp. 19-33 (1 paragraph, typed)