Teaching American History

1. Teaching American History Coaching Day 2 Please login to the TAH ePortfolio and download today’s podcast onto your iPod. Thank you!

2. Day 2 Outcomes Participant coaches will… • Practice building rapport using nonverbal communication • Use paraphrasing and questioning stems K-12 Literacy Coaching Academy

3. Day 2 Outcomes Participant coaches will… • Develop an understanding of their own learning and communication styles and preferences • Begin planning and goal-setting for coaching opportunities at their sites. K-12 Literacy Coaching Academy

4. Review of Day 1 K-12 Literacy Coaching Academy

5. 3-2-1 • On a piece of paper or sticky note, write down 3 big ideas you remember from our first coaching day together. • Share 2 of your ideas with your table group. • Decide on 1 big idea from the table to share with the whole group.

6. “The person in charge of us is us, and we may resent the responsibility.” Judith Viorst

7. Coaching VideoPlanning Conversation K-12 Literacy Coaching Academy

8. COACHNG OBSERVATIONS Divide the paper in half. Label one side “I saw,” and the other side “I heard.” I saw I heard K-12 Literacy Coaching Academy

9. Opportunities for Coaching • Planning • Reflecting • Problem – RE-solving

10. Paraphrasing

11. Why Paraphrase? • Demonstrates commitment to understanding • Clarifies the communication • Affirms the value of the speaker and encourages them to elaborate • Reduces the level of defensiveness in the conversation • Keeps the focus on the speaker K-12 Literacy Coaching Academy

12. Paraphrasing • Wait Time • Acknowledging and clarifying • Content • Emotion • Summarizing and organizing • Offer themes, categories, or order • Shifting conceptual focus K-12 Literacy Coaching Academy

13. Paraphrasing • Attend fully • Listen to understand • WAIT! • Capture the essence of the message • Reflect the essence of non-verbal components • Paraphrase before asking a question • Use “you”, not “I” K-12 Literacy Coaching Academy

14. COACHING OBSERVATIONS Divide the paper in half. Label one side “I saw,” and the other side “I heard.” I saw I heard K-12 Literacy Coaching Academy

15. Building Trusting Relationships • ActivityIn pairs, answer this prompt, switching roles so both share • Listen onlyShare a lesson that went well for you • Practice various body language styles: • Open, closed, and mirroring K-12 Literacy Coaching Academy

16. Paraphrasing Activity: Sharing a lesson that did not go well • Initial speaker tells a story for approximately 1 minute • Respondent paraphrases in 45 seconds • Speaker continues story for 1 minute • Respondent paraphrases in 30 seconds • Speaker continues/finishes story for 1 minute • Respondent paraphrases in 15 seconds K-12 Literacy Coaching Academy

17. Questioning

18. To change behavior To get action To get and give Information To persuade To ensure understanding The Goals of Effective Communication: K-12 Literacy Coaching Academy

19. How can we improve our listening & facilitation skills? SUMMARIZING Pulling together the main points of a speaker PARAPHRASING Restating what another has said in your own words QUESTIONING Challenging participants to tackle & solve problems K-12 Literacy Coaching Academy

20. Characteristics of Mediational Questions Invitational • Approachable voice • Plural forms • Exploratory/tentative language • Positive presuppositions • Open-ended • Mediational questions open up thinking!

21. Medational Questions Engage specific cognitive operations • Input – What? • Recall, define, describe, identify, name, list • Process – So what? • Compare, infer, analyze, sequence, synthesize, summarize • Output – Now what? • Predict, evaluate, speculate, imagine, envisions, hypothesize

22. Probing for Specificity • Clarify details, process, terms, or issue • “Everyone” or “no one” • “Always” or “never” • “Stuff” or “things” • Focus the speaker on the relevant topic • Specifically, what… how… when… • Can you give me an example… K-12 Literacy Coaching Academy

23. Questioning…a Critical Coaching Skill • Closed questions • result in short yes/no or other one word answers • used only when you want precise, quick answers • Open-ended questions • invite an actual explanation for a response • Questions that begin with “how”, “what” and “why” are typical K-12 Literacy Coaching Academy

24. Practice Your Questioning Skills… Rephrase the following closed questions to make them open-ended: • Are you feeling tired now? • Isn’t today a nice day? • Was the last activity useful? • Is there anything bothering you? • So everything is fine, then? K-12 Literacy Coaching Academy

25. Practicing Questioning • Discuss the culture at your school site and its relationship to staff morale and student achievement. • Mediational Questions • Clarifying and probing for specificity • Open-ended questions K-12 Literacy Coaching Academy

26. Break Please return in 15 minutes K-12 Literacy Coaching Academy

27. Systems Change Theory Listen to the audio files on your iPod Shuffle as you read along in the text. Annotate the text as needed.

28. Whole Systems Work • After reading the short text Discuss and note in your group • The state of identity development your school is at • The characteristics of particular sets of relationships that make extraordinary things happen around you • The areas, concerning information, that need to be unclogged to help things happen more effectively and how they could be freed K-12 Literacy Coaching Academy

29. Whole Systems Work • What insight do you have about creating better results for students as a result of this exercise? • How do these insights impact that way you will work in terms of being an agent of change? K-12 Literacy Coaching Academy

30. Review and Reflection • Reflective Journal: • Thinking about the probable learning styles of your participant teachers and the various roles you will play as a coach, how will you tailor your approach to the different teachers you work with? • Complete the 4-square evaluation covering today’s session K-12 Literacy Coaching Academy

31. Gregorc Style Delineator™ • Reference point: the REAL YOU • Words are not parallel or sequential • Rank the ten sets of four words • 4 = most like you • 1 = least like you • No two words with same rank • First impression is most valid

32. Scoring the Style Delineator™ • Add across the eight sets • Add down in dark red columns • Total of four columns should = 100 • Graph results • Place dots on each axis indicating score • Connect the dots • Note dominant styles (those over 27) • Read style comparison on back

33. Mind Styles • Group by mind style • Concrete sequential • Abstract sequential • Abstract random • Concrete random • Chart most notable characteristics the people in your group seems to have in common. • How do you like to learn and/or work?

34. Mind Styles • Review General Characteristics Extend-a-Chart • Add to chart any relevant items that were previously missed • Share out • Return to table groups • Pair/share with person of another mind style • What mind style characteristics people should know about YOU?

35. Perceptual Qualities • Concrete Sequential (CS) • Abstract Sequential (AS) • Abstract Random (AR) • Concrete Random (CR) • Every human being has all four channels for mediating with the world. However, individuals vary in amounts, capacities, and refinement of each

36. Planning Conversation & Map K-12 Literacy Coaching Academy

37. Breaking Rapport(Consultant Hat)

38. Breaking Rapport When the coachee is “stuck”… • Ask permission to provide suggestions • Break physical rapport • Shift body • Eye contact • Break verbal rapport • Credible tone • Ok to use “I” • Give 3 options K-12 Literacy Coaching Academy

39. Re-establishing Rapport • Re-establish physical rapport • Shift body • Eye contact • Re-establish verbal rapport • Approachable tone • “Given those possibilities, how might one of them fit your situation?” K-12 Literacy Coaching Academy

40. Planning Conversations

41. Planning Conversation • Plan your use of a particular strategy or a particular lesson

42. Coaching Paradigm