Steve Seward tweeted this today and linked to a realling inteesting chart to me. Follow the link to the chart to take a look at it. I am not sure about copyrights on the whole situation so I am not putting it here. I really like the idea of making sure the focus of a coaching conversation is on student work and the formative assessment data you and the teacher are looking at. It really starts to drive the conversation is a safe and comfortable direction. What changes might you make to your coaching that are informed by this chart?
I find this video very interesting.I thought I would share it with you and see if you have done this before.If I make the time, I would like to do this for my communication with parents.
I had the opportunity almost a year ago to go to Capturing Kids Hearts. This was one of the best learning opportunities I have had as an adult. Three different areas were activated over the days: I learned deeply about myself, I learned about how to connect with those I teach, and I learned how to better facilitate with adults. If I had not followed this up by going to Cognitive Coaching I would say CKH would be the most recommended professional learning I had been to. Today I ran across my notes from the event. Here are the highlights from them as I review them.
"All people are motivated by... something."
Our leader was asked what are the top needs of all people, he said, "First to feel connected and second to be successful."
Another approximate quote from the leader:
The leadership skill of affirmation is more caught than taught
- Affirmation feels good to receive
- Affirmation feels good to give
- You have to be present to affirm
- One affirmation can get you through a day
- Affirmation needs to be modeled
Questions. Leaders ask questions.
Be less helpful but surround with support and great things. This will encourage individual responsibility.
There was much more.
Below is the text of a snow day email between me, a trained physics teacher, and one of our art teachers. Three or four times a year we have conversations like this. I thought I would share one.
Mer started it out.
hoping we can do some of this out of school learning IN school too!--merhttp://www.brainpickings.org/index.php/2013/05/13/dont-go-back-to-school-kio-stark/
The article was fascinating to me. I obviously love some of the things said. What I thought was really great was his emphasis on collaboration. But then I thought this about school and adults looking back on school as opposed to students thinking about school right now. An adult has at some point learned the need to collaborate and how to invite others into collaboration and where that is appropriate. At school what we do, or what we should do, is invite students to collaborate with us and show them how people that think a certain way collaborate, solve problems together, and generally get along. You do this in an art way, and I do this in a science way, but we both do this in a teaching way, and we do it in a Christian way. Frank Smith painted this beautiful picture for me of welcoming kids to the club. The club of painters or modern physicists. Welcome. So you want to be a painter? This is what painters do. This is how painters relate. This is how painters collaborate. This is how painters disagree. This is how painters solve problems. Most importantly, welcome, we painters are glad you are here. School is the intersection of loving experts and vulnerable hungry learners who do not know yet how to figure out who is a loving expert and who is just an expert.Sorry about the morning philosophy.--jim
Jim,Wonderful...I love reading your morning philosophy so much. Send anytime. : )"school is the intersection of loving experts and vulnerable hungry learners who do not know yet how to figure out who is a loving expert and who is just an expert."I love your quote too...and how to navigate a world when the experts stop being loving and learners are still feeling vulnerable...phew.talk soon,mer
a scale I wondered if there was something commercially available that
were good enough for your students to use, like a food scale that all
Meijer would have or something they could get from Amazon. I read of a
teacher recently who used all online textbooks for readings and the
like, and instead of putting a book list together made a equipment list
so each student had these items for class.
- If you required
an iPad for the course you could use apps like Screen Chomp, Explain
Everything, or Educreations for problem explanations. There must be Android equivalents of these apps.
- As soon as you require a tablet, you can also assume they have a camera. Cameras should be huge in making online physics instruction come alive.
- Could you
somehow take advantage of the fact that all your kids are in different
places to make a single lab that required data from all the students to
make the final lab data that is evaluated? I read this idea somewhere,
but I forget where.
- Finally, I am reminded of the attached screen shot of a presentation by Ken Heller about Context Rich Problems at the Global Physics Department. Having students make problems for each other seems like a way of increasing engagement with each other online. If we move to have students make problems as part of their understanding what role to Heller's rules have for students?
Do you know how your English teachers grade papers? Do they do that with printed copy on paper, or do they do this online? If so, is there a software you use?
This page, photographed from the Trinity Hymnal, struck me as funny when I first saw it, then eventually I thought it was sad. Since then I have rested on this page as a reminder. Someone thought adding Amen to the end of every hymn was good, and that it needed to be done well, so they did research and found best practices on how to add amens. This page reminds me that there is always going to be a tension between pure creativity and pure, structured, research based, strategies. To hold this paradox we need occupy, at times, both worlds. The option that strikes me as least interesting and effective is ignoring both ends of the paradox and trying to walk the middle.
- I am not sure that we should abstract leadership as something to study. Everyone that spoke had a different measure of what made great leaders. No theme became evident. Having been to the summit before and read several books and articles in the last couple of years on leadership, to me no unifying theme has emerged. One feeling has emerged. I am less and less confident of my leadership ability the more I hear about leadership. I should probably stop learning about leading.
- Emerging from the mire is this:
- Leaders learn. Mostly by listening and other less important means.
- Leaders do something. The something is probably new in their environment and based on their learning. There are not certain outcomes.