2. Please create a name tent.
As you enter…
Please create a name tent.
Alicia Reid

3. Classroom Observation and Coaching
This workshop will strengthen participant’s skills in the tools and procedures involved in observing and coaching peers and non-peers with a focus on working with English Learners.

4. Norms Feel free to get up when you need to stretch
Restrooms are located outside the doors, across from the elevators & by the gift shop
Please put your phone on vibrate
Remember to visit the vendors on breaks and during lunch
Please fully attend and contribute for the next 3 days

5. additional readings and handouts
Materials
additional readings and handouts

6. Objectives Participants will…
Define and identify the needs and roles of a coach as they relate to implementing Effective Teaching Strategies for English learners, and begin constructing a coaching plan.
Reflecting, problem solving, role playing, and writing a coaching implementation plan.

7. Introductions Please number off 1 – 2
Number 2’s please find a number 1
Introduce yourself and ask the following questions, (remember your colleagues’ responses)
What is your name?
Where are you from?
What do you teach?
What do you hope to gain from this workshop?
If you were on a dessert island and could only bring 2 things along with you, what 2 things would you bring
Number 1’s after you’ve answered, it is your turn to ask the questions
Be prepared to introduce your colleague to
the group

8. Andragogy Adult Learning
According to Malcolm Shepherd Knowles, Andragogy is the art and science of adult learning, thus andragogy refers to the art and science of helping adults learn.

9. Andragogy - Adult Learning Theory: Knowles’ Article, 1970
Adults learn differently than children
Andragogy – art and science of helping adults learn
Pedagogy – art and science of helping children learn
Groups summarize article

10. Characteristics of Adult Learning (Andragogy)
1. Self-Concept
As a person matures his/her self- concept moves from one of being a dependent personality toward one of being a self- directed human being

11. Characteristics of Adult Learning (Andragogy)
2. Adult Learner Experience As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning

12. Characteristics of Adult Learning (Andragogy)
3. Readiness to Learn As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles

13. Characteristics of Adult Learning (Andragogy)
4. Orientation to Learning As a person matures his/her time perspective changes from one of the postponed application of knowledge to immediacy of application, and accordingly his/her orientation toward learning shifts from one of subject-centeredness to one of problem centeredness

14. Characteristics of Adult Learners (Andragogy)
5. Motivation to Learn As a person matures the motivation to learn is internal 6. Relevance As a person matures, they need to know why they need to learn something, and can assist in the planning and implementation of their own learning

15. Lunch

16. Adult learning versus student learning
Turn and talk…
Is there a difference?
Share out

17. Differences
Pedagogy
Children are open to new information, they are malleable and adaptable
Children are directed by others, such as parents or teachers
In general children have limited life experiences
Andragogy
Adults have a well-developed belief system; they may reject information that contradicts those beliefs
Adults are largely self-directed
Adults can draw on a lifetime of experiences

18. Differences Adult Learning/Child Learning Matching Activity

19. Knowles’ 4 Principles of Andragogy (that are applied to adult learning)
Adults need to be involved in the planning and evaluation of their instruction.
Experience (including mistakes) provides the basis for the learning activities.
Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.
Adult learning is problem-centered rather than content-oriented.

20. Learning Activity
What would you do different when working with teachers versus students?
How will you apply the characteristics of adult learning to your work?
How would you apply Knowles’ principles of adult learning to your work?

21. Support/Coaching
When teachers are given the support they need to become creative and innovative, they have a tendency to flourish which reflects in their students.
Take a moment to write down the types of support you believe teachers need. Be prepared to share.

22. Why Coaches Why do champions have coaches?
Why does Stephen Curry have a coach?
Why does Gabby Douglas have a coach?
Why do other champions have coaches?
What do coaches do?
Brainstorm…Shout out…

23. Let’s Take A Break

24. Points to consider for coaching
Have specific goals—know the steps you want to take/should take for implementation and building site capacity
Coaching schedule has to be worked out in advance
Coaching feedback sessions MUST focus on small steps and building positive thinking.
Many teachers feel we are looking for compliance rather than looking for ways to support.
Coaches need to be honest yet kind—positive yet real
People become discouraged very quickly.
A coach must be a leader because he/she is guiding teachers along a path of new knowledge

25. Teacher Evaluation Standard 1: Teachers Demonstrate Leadership
Standard 2: Teachers Establish a Respectful Environment for a Diverse Population of Students
Standard 3: Teachers Know the Content They Teach
Standard 4: Teachers Facilitate Learning for Their Students
Standard 5: Teachers Reflect on Their Practice

26. Correlation to the SIOP Model
Explicitly link concepts to students’ background and experiences. Explicitly link past learning and new concepts Plan meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and/or speaking
Standard II: 2B. Embraces diversity in the school community and in the world Standard III: 3D. Makes instruction relevant to students

27. Scavenger Hunt
Skim through your copy of An Insider’s Guide to SIOP Coaching and answer the questions.
Where in the book can you find information about the research that supports the SIOP Model?
In which chapter would you look if you were seeking strategies for supporting teachers in the planning of SIOP lessons?
What are the four stages of the SIOP Observation Cycle?
What is the function and purpose of the “Taking Ownership” sections in the book?
How many tips for long-lasting coaching relationships does the book provide?
List two resources that can be found in the book’s Appendix.

28. Debrief
On the green sticky please write your “Gots” from today’s session.
On the purple sticky please write your “Wants” from today’s session.