Modeling Lessons (Casey) Flashcards
-Demonstrate live lessons in classrooms with teachers observing.
-Create a video of the coach demonstrating the skill.
-The coach can purchase professionally made videos.
The above are examples of ways in which we can train through __________.
modeling
The author addresses a situation where the teacher may view the coach modeling the lesson as coverage for a class period rather than professional development. Which of the following are offered as possible ways to prevent this and similar situations?
(Select all that apply)
Discuss what the teacher would like to see before the lesson (e.g., ask questions, provide specific choices when needed).
Demonstrate something that can be connected to ongoing learning in which the teacher is already engaging.
Establish a clear purpose before the lesson.
Schedule a lesson for a time when a lesson can be demonstrated to a group of teachers to build capacity and collaboration.
all of the above
Research supports professional development that provides opportunities for active, hands-on learning. What are some suggested strategies to get observing teachers involved?
(Select all that apply)
Tell teachers that everyone will have a turn practicing the skill after the coach models the lesson.
Ask teachers to take notes on students who need additional supports.
Help teachers to see the situation from the perspective of their students.
With the teachers, develop a recording sheet (e.g., checklist, student behaviors) on which teachers can take notes during the observation.
Ask teachers to take notes on students who need additional supports.
Help teachers to see the situation from the perspective of their students.
With the teachers, develop a recording sheet (e.g., checklist, student behaviors) on which teachers can take notes during the observation.
The author recommends that the coach videotape themselves during their early attempts of trying a new approach. What are the advantages of doing this?
(Select all that apply)
Filming struggles may encourage the teachers being coached to try new
approaches and strategies.
Filming struggles demonstrates the negative effects of the mistakes on the students learning.
Only filming polished lessons may intimidate or alienate the teachers being coached, whereas showing early awkward attempts may lead to increased trust.
Filming struggles provides a good starting place for conversations about what worked and what didn’t, what needs revision, and other relevant factors.
Filming struggles may encourage the teachers being coached to try new
approaches and strategies.
Only filming polished lessons may intimidate or alienate the teachers being coached, whereas showing early awkward attempts may lead to increased trust.
Filming struggles provides a good starting place for conversations about what worked and what didn’t, what needs revision, and other relevant factors.
Videotaped lessons allow a teacher to watch a video without interrupting the classroom and also provides an opportunity to rewind to watch parts again. How can we get the most from videotaped lessons?
(Select all that apply)
Videotape the process of learning a new approach.
Show short clips of several successive lessons to show how the situation evolved.
Videotape daily to provide opportunities to look back for errors that eventually led to problems.
Show the videotaped model side-by-side with the teacher’s current practice.
Videotape the process of learning a new approach.
Show short clips of several successive lessons to show how the situation evolved.
Show the videotaped model side-by-side with the teacher’s current practice.
