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Coaching Conversations Julie Kerr & Heather Ridge

Coaching Conversations Julie Kerr & Heather Ridge. Facilitators’ personal journeys. Toll’s models of coaching. HO 4. From Cathy Toll’s work. Watching videos. Classroom observations. Readings. Other Professional Learning. 1. Pre-observation conference. leads to. provides agenda for.

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Coaching Conversations Julie Kerr & Heather Ridge

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  1. CoachingConversationsJulie Kerr & Heather Ridge

  2. Facilitators’ personal journeys

  3. Toll’s models of coaching HO 4 From Cathy Toll’s work

  4. Watching videos Classroom observations Readings Other Professional Learning 1. Pre-observation conference leads to provides agenda for Coaching cycle 4. Post-observation meeting 2. Classroom collaboration / Observation provides “topics” for provides “data” for 3. Analysis by coach & coachee reflection Adapted from The Teaching and Educational Development Institute, University of Queensland.

  5. HO 5 Role Play: Pre-Observation Conference • Note: • Types of questions asked • Outcome of conversation / action plan

  6. Fat and Skinny Questions Adapted from Fogarty, Robin; Brain Compatible Classrooms, Hawker Brownlow, 1997

  7. Fat Questions(Open ended Questions) Fat Questions require lots of discussion and explanation with interesting examples. Fat questions give the person answering maximum opportunity to speak freely and discuss what is important to them Fat questions take time to think through and answer in depth. Adapted from Fogarty, Robin; Brain Compatible Classrooms, Hawker Brownlow, 1997

  8. Skinny Questions(Closed ended Questions) Skinny questions require shorter word answers. They take up little space or time. Skinny questions require a short response focusing on a specific point. Skinny questions require a precise piece of information. Adapted from Fogarty, Robin; Brain Compatible Classrooms, Hawker Brownlow, 1997

  9. Fat and Skinny Questions In groups of 3 -4: • Brainstorm possible questions that a coach may ask a coachee • List them as Fat or Skinny Questions

  10. Pause, paraphrase, probe P • Pause time . . . • Allows for Think Time ause

  11. P araphrase When you paraphrase, you are checking that you have understood the intended message given. It can be reaffirming for the coachee.

  12. P robe • Questions that probe . . . • Examples of questions to promote clarity and precision, uncovering generalisations, deletions and distortions: • Who specifically? • How specifically? • For what purpose? • In comparison to what? • What will happen if you don’t do that?

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