https://padlet.com/inkandpaper1107/disnjdq2bi74 Jigsaw Assignment en-us 2018-11-28 18:17:10 UTC 2024-10-14 23:39:24 UTC hello@padlet.com inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/308962578 My main take-away from this text is its description of the BDA cycle of instructional coaching. BDA stands for what a coach must do before, during, and after coaching to ensure that the coach and the teacher get the most of the experience. ]]> 2018-11-28 18:29:12 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/308962578 inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/308968335 In this padlet,  the planning involved in the BDA cycle will be briefly described. ]]> 2018-11-28 18:36:36 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/308968335 inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/308971410 "The B phase offers an opportunity for coach and teacher to get the conversation started, to step back and look at what they are trying to accomplish" (27)]]> 2018-11-28 18:41:08 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/308971410 inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/308977263 The "Before" portion of this cycle is first, and perhaps the most important. It is a time for the coach to ask questions and truly listen to what the teacher is experiencing and feeling. The worst mistake a coach can make a plan for a teacher based on the assumption of their knowledge, or lack of knowledge. In order to have teacher buy-in, a coach must first take the time to build a relationship. ]]> 2018-11-28 18:49:19 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/308977263 inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/308982827 This stage is also a time for brainstorming. In building a relationship, the coach will get to know the teacher's vision for his or her classroom. Asking the teacher about his or her big ideas, goals for students, or how they would describe their dream classroom leads to collaboration on coaching topics, as opposed to the coach making plans for the teacher without their own input. ]]> 2018-11-28 18:57:27 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/308982827 inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/308988526 - What do you want you want your students to know and be able to do at the end of this lesson? 
- What challenges to you anticipate in the lesson? 
- What do you think engagement looks like? 
- What kind of feedback is important to collect to measure success in the classroom? (31)]]> 2018-11-28 19:05:45 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/308988526 inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309005463 After spending time listening to the coach, the "D" phase is centered around observation and interaction.  This can include: 
- the coach observing the teacher's lesson while taking notes
- the coach and the teacher co-teaching a lesson]]> 2018-11-28 19:30:06 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309005463 inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309015172 Whichever form the observation and interaction takes, it is important for the coach to refer back what he or she learned from the "B" phase. After seeing the teacher in action, the coach and teacher will reflect and begin writing questions to ask the other after the lesson. The coach especially needs to keep in mind the thoughts, feelings, and needs the teacher expressed during the "B" phase. ]]> 2018-11-28 19:46:17 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309015172 inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309017369 "Having this time to process the experience and generate some questions about what they each saw provides additional content for the debriefing" (40). ]]> 2018-11-28 19:49:59 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309017369 inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309021856 - Does this lesson support the goals? 
- What was effective in this lesson? 
- What can be inferred about the  students? 
- What did I learn from students' responses? 
- Did student inquiry drive the class? (46)]]> 2018-11-28 19:58:00 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309021856 inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309024030 Here, you can watch how this coach conducts teacher observation. ]]> 2018-11-28 20:02:38 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309024030 inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309026262 Reflection is the heart of the  "After" phase. It is a time for the teacher and the coach to reflect on the lesson and its connection to what was discussed before the lesson. The most effective professionals reflect on their performance and use their findings to make future improvements.

]]> 2018-11-28 20:07:36 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309026262 inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309028597 "Reflection is a metacognitive process that helps teacher and coaches focus on the ywhy rather than the what" (47). ]]> 2018-11-28 20:12:41 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309028597 inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309031376 While it does take time to build trust with a teacher, it is important for a coach to make debriefing sessions a positive environment. The coach must approach the debriefing session as a chance to learn more about the teacher, not as a time to point out what went wrong in the lesson and how the teacher should fix. The reflection should instead consist of the teach and the coach asking questions, reflecting, and working together The text provides an excellent list of questions to help guide a coach with maintaining positive feedback and reflection throughout the session. ]]> 2018-11-28 20:18:49 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309031376 inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309034949 - As you reflect on your lesson, how do you feel it went? 
- How did students respond to the lesson? What did you see or hear students say that made you feel that way? 
- How did what you observed compare with what you planned? 
- As you reflect on the goals for this lesson, what stood out for you about student performance? 
- What part of the lesson did students enjoy the most? 
What would you modify or change in teaching this lesson again? (57)]]> 2018-11-28 20:26:19 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309034949 inkandpaper1107 https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309041105 If you were an instructional coach, what question(s) would you be sure to ask your teacher during a debriefing session? You could also approach this question in reflection on a debriefing session you have experienced in the past, asking instead, what question(s) do youu wish a coach would have asked you? ]]> 2018-11-28 20:40:30 UTC https://padlet.com/inkandpaper1107/disnjdq2bi74/wish/309041105