https://padlet.com/jmsolarek/acr41srcernwzang Made with joy en-us 2021-03-05 17:30:49 UTC 2021-03-05 20:20:59 UTC hello@padlet.com jmsolarek https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275220007 No more dog-and-pony shows. (pg. 76)]]> 2021-03-05 19:18:00 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275220007 jmsolarek https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275259707 We now realize that the idea of adult learners progressing  neatly ,..I do, we do, you do..seems a bit too tidy in the real world of coaching. (pg 77) ]]> 2021-03-05 19:27:04 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275259707 jmsolarek https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275267022 We just think modeling can be done with more precision and purpose. (pg. 76)]]> 2021-03-05 19:28:53 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275267022 https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275442493 2021-03-05 20:14:29 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275442493 https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275442578 We would never want to imply the coach is the expert and the teacher isn't. Too much time in the "I do" stage can erode partnerships that we are trying to create. (pg. 77) ]]> 2021-03-05 20:14:31 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275442578 https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275442780 ...the last thing we'd want to suggest is that modeling is not an effective coaching practice. Rather, our shift has been to model with intention and in a way that builds on, rather than dismantles, our partnerships with teachers. (p. 78) ]]> 2021-03-05 20:14:34 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275442780 https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275443142 "model with intention and in a way that builds on, rather than dismantles, our partnership with teachers" (p. 78)]]> 2021-03-05 20:14:41 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275443142 https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275444698 We just think modeling can be done with more precision and purpose (76).]]> 2021-03-05 20:15:08 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275444698 kellygillean https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275445877 Micro modeling is an important tool to use not only during a lesson but also throughout a coaching cycle. It allows the coach and teacher to support each other to deliver instruction that meets the needs of students. - p. 76]]> 2021-03-05 20:15:27 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275445877 https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275448061 Many teachers expect coaching to consist mostly of modeling. Others may resist coaching because they aren't interested in modeling. (pg 85)]]> 2021-03-05 20:16:07 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275448061 https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275449204 "The role of the coach is not to show an airbrushed version of a lesson but rather to roll up her sleeves and demonstrate the gritty aspects of teaching a lesson, including planning, teaching, preparing, and reflecting" (p.79)]]> 2021-03-05 20:16:26 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275449204 https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275450657 Many teachers expect coaching to consist mostly of modeling. Others may resist coaching because they aren't interested in modeling. (p.85)]]> 2021-03-05 20:16:51 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275450657 https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275452777 The key is that this decision is shared, and modeling is presented as one of many options for how the coach and teacher may work together with students. (pg 78)

]]> 2021-03-05 20:17:28 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275452777 https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275454115 "We limit our time in the "I do" stage because we avoid operating under the assumption that teachers have nothing to bring to the conversation unless we show them how to do it... We also spend less time in the "you do" stage becuase we have found that observing teachers can feel evaluative" (p. 77 - sorry this is long, couldn't choose)

]]> 2021-03-05 20:17:49 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275454115 https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275454392 We would never want to imply that the coach is the expert, and the teacher isn't. Too much time in the "I do" stage can erode the partnerships that we are trying to create. (p.77)]]> 2021-03-05 20:17:55 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275454392 kellygillean https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275454838 From the figure 5.3 Language for Micro Modeling chart on page 85: teacher not interested in coaching..."I understand. I don't do a lot of modeling, but when I do, it is something specific that you ask for. Otherwise, we work as partners while in your classroom."]]> 2021-03-05 20:18:03 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275454838 https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275454866 Video is an effective tool for micro modeling. (pg. 87)]]> 2021-03-05 20:18:04 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275454866 https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275457361 We understand this chapter upsets the status quo in terms of recommended practices for instructional coaching. (pg. 88)]]> 2021-03-05 20:18:53 UTC https://padlet.com/jmsolarek/acr41srcernwzang/wish/1275457361