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Argument Writing: Going Deeper with Coaches

Argument Writing: Going Deeper with Coaches. Experiencing and Scaffolding the Cognitive Writing Demands in Module 9.4. Session Objectives. By the end of this session, participants will be able to: Describe the characteristics of student-centered coaching.

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Argument Writing: Going Deeper with Coaches

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  1. Argument Writing: Going Deeper with Coaches Experiencing and Scaffolding the Cognitive Writing Demands in Module 9.4 EngageNY.org

  2. Session Objectives • By the end of this session, participants will be able to: • Describe the characteristics of student-centered coaching. • Explain how an inquiry as coaching stance influences teacher and student learning. • Identify possible bottlenecks in Module 9.4. • Design coaching practices to develop teacher ability to provide responsive writing instruction in Module 9.4. EngageNY.org

  3. Materials in this Session EngageNY.org 9.4 Module Overview 9.4 Module Text Excerpts 9.4. Module Lessons (14-24) “Coaching Heavy/Coaching Light Reprised” (Killion, 2010) Coaching Cycle Template You can download all of the modules on EngageNY.org: http://www.engageny.org/english-language-arts

  4. Student Centered Coaching (Wilder, 2014) EngageNY.org

  5. You Are Here EngageNY.org

  6. Student Centered Coaching EngageNY.org (Wilder, 2014)

  7. Student Centered Coaching: Our Intention Matters • No set of coaching practices define “heavy coaching” and no coaching model is purely heavy. • “Identifying coaching light (or heavy) is not easy since the key factor is the coach’s intentions and results” (Killion, 2008, p. 23.) (Killion, 2008, 2010) EngageNY.org 7

  8. Student Centered Coaching EngageNY.org (Wilder, 2014)

  9. Student Centered Coaching: Coaching as Negotiation Collaborative Context • Every teaching context includes varying beliefs about students, the discipline, pedagogy and norms of practice. • Every collaborative context negotiates knowledge, beliefs, and practice. Teaching Context (Wilder, 2014) EngageNY.org

  10. Student Centered Coaching:Coaching as Negotiation • What knowledge did Carol and Sam negotiate? (Wilder, 2014) EngageNY.org

  11. Coaching Stance • From a socio-linguistic perspective, Du’Bois (2007) describes “stance-taking” as a dialogic and evaluative act done by social actors based on objects/values in a sociocultural field. • Coaching stances have been described as • Responsive (Borman & Feger, 2006; Costa & Garmston, 2002) • Directive (Deussen et al., 2007; Steiner & Kowal, 2007) • Balanced within individual collaborative events (Ippolito, 2010) • On a continuum ranging from Consulting, Collaborating to Coaching depending on how information emerges and who identifies needs (Lipton & Wellman, 2010) EngageNY.org

  12. You Are Here EngageNY.org

  13. “Bottlenecks” • Points where the learning of a significant number of students is interrupted (Anderson, 1996). • The predictably complex phases of writing can be impediments to developing the desired close reading and argumentative writing skills. • Can be seen as cognitive, affective, or motivational “obstacles” (Pace & Middendorf, 1994). • Underscores the necessity of ongoing and authentic formative assessment. EngageNY.org

  14. Analyze the Scaffolding and Sequencing of Module 9.4 Lessons 1-14 • Task #1: Annotate the Module/Unit at a Glance Calendar (p. 8-14). Use the following questions to guide your annotations and explore relationships between text excerpts, standards, tools, and the mid-unit assessment: • What text excerpts are used and how are they sequenced? • What writing and reading standards are addressed in lessons 1-13? • What tools are introduced and scaffolded for students in lessons 1-13? • How do the lessons build towards mid-unit and end-of-unit assessments? • What potential student bottlenecks could occur? Time: 10 minutes EngageNY.org

  15. Meet Ani Rosario • 3rd year English teacher at Dansville High School • Teaches both 9th grade Honors English and 9th grade regular English courses • Piloted ten lessons of Module 9.4 during April-May • Used Lessons: 1, 2, 3, 4, 8, 9, 10, 12, 13, 14, leading to Mid-Unit Assessment • Had previously taught the Odell Close Reading Unit with these same students • Has met with fellow English teaching colleagues (cross-district) since September to unpack modules • Dansville High School: 575 students, rural, 65% low income • 83% of students at/above a “3” on State English Accountability EngageNY.org

  16. Analyze the Writing of Ani’s Students • Task #2: You have been provided with writing samples for two of Ani’s students. Annotate the student writing samples using the following standards below. Then, determine potential instructional modifications for these students in Lesson 14 and 16. • CCRA.R.9 • RI.9-10.2 • RI.9-10.3 • RI.9-10-8 • W.9-10.1.a-e Time: 20 minutes EngageNY.org

  17. Discussion of Student Bottlenecks • What student strengths are evident in the student work? • What student bottlenecks are evident in the student work? • What are potential instructional modifications in lesson 14 or 16? EngageNY.org

  18. You Are Here EngageNY.org

  19. Analyze Ani’s Teaching Reflections • Task #3: You have been provided with Ani’s teaching journal from her piloting of Module 9.4. Ani piloted 10 lessons leading up to the mid-unit assessment. Select one of Ani’s daily reflections and annotate Ani’s teaching practice using the following components: • Lesson objective • Student reading • Student discussion • Student writing • Ani’s observations of student thinking • Lesson modifications Time: 15 minutes EngageNY.org

  20. Discussion of Student Bottlenecks • What strengths do you see in Ani’s teaching of Module 9.4? • How has Ani attempted to respond to the unique writing needs of students in Module 9.4? • What additional instructional responses might you bridge with Ani in lessons 14 and 16? Time: 15 minutes EngageNY.org

  21. Coaching as Collaborative Inquiry Collaborative Inquiry 21 EngageNY.org

  22. Try This: Reflecting on One Recent Collaboration • Task #4: Using the Coaching Cycle Planning Tool, take 3-5 minutes to record notes about a recent collaboration with a group of teachers. Then, at your table, discuss your purpose, role, challenges, and coaching practices in a recent collaboration. When each member has finished writing, use the following discussion protocol: • Sharing: A “Spotlight Coach” shares about his/her collaboration while others record questions to ask. • Asking: Group members take turns sharing their “tough” questions about the collaboration, knowledge, and/or coaching practice. The “Spotlight Coach” records all questions. • Responding: The “Spotlight Coach” responds to any questions. Time: 30 minutes 22 EngageNY.org

  23. Student Centered Coaching • How could these elements influence coaching with teachers in Module 9.4? (Wilder, 2014) EngageNY.org

  24. Try This: Collaborative Cycle Planning Tool • Task #5: With a partner, use the Coaching Cycle Planning Tool to map out a collaborative plan for helping teachers bridge student bottlenecks in Module 9.4. Collaborative Inquiry Time: 20 minutes 24 EngageNY.org

  25. Eyes on Students Protocol Eyes on Students Protocol provides a student-centered method of collecting formative assessment data and supporting student-centered collaborative discussions. 25 EngageNY.org

  26. Adopting An Inquiry As Coaching Stance • Each collaboration has a unique Collaborative Context (coach’s disciplinary knowledge, the teacher’s disciplinary knowledge, specific students, and the local curriculum). • Coaches identify as both Teacher and Coach as they help teachers “deliberate problems of practice” and “uncover, articulate, and question assumptions about teaching, learning, and schooling” (Cochran-Smith & Lytle, 2009, p. 144). • An Inquiry As Coaching Stance is a position we actively take with teachers and students (Wilder, 2014). • A belief in the knowledge of teachers, the limits of our own knowledge, and the need for transparency are cornerstones of an Inquiry as Coaching Stance (Wilder, 2014). EngageNY.org

  27. Questions or Further Discussion Email: pwilder@clemson.edu Twitter: phillipmwilder EngageNY.org

  28. Online Parking Lot Please go to http://www.engageny.org/resource/network-team-institute-materials-may-13-16-2014and select “Online Parking Lot” for any NYSED related questions. Thank You! EngageNY.org

  29. Pulse Check Please go to http://www.engageny.org/resource/network-team-institute-materials-may-13-16-2014and fill out the Plus/Delta for today’s sessions. Thank You! EngageNY.org

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