Discourse How can discourse be a significant means to formulate and articulate thinking

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DiscourseHow can discourse be a significant
means to formulate and articulate thinking?

• WERA
• March 27, 2008
• Alisa Griffen, Laura Phillips, Nancy Coogan

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• Discourse in the classroom all class, small
  group, partners, teacher/student discourse
• Discourse with professional development

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Triangle of Discourse

• Content Standards

Inquiry as a Learner
Conditions Set in Classroom
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Teaching Dilemmas Before

• Accountable Talking
• On-Task
• Focused on the Topic
• Correct
• Proof of Understanding

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• Persuasive Language/Strategies

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• Persuasive Strategies chart

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Skip the Soda Seattle Times

• What content language can you predict based on
  the text?
• What habits of mind do you expect to see?
• What classroom conditions are in place that
  support discourse?

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Teaching Dilemmas Now

• Natural Talking
• Engagement
• Elaboration/Extending thoughts
• Assessment

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Coaching Conversation

• How does this coaching conversation show evidence
  of the varying vertices of the triangle?

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Triangle of Discourse

• Content Standards

Inquiry as a Learner
Conditions Set in Classroom
What evidence did you have of the varying points
of the triangle?
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Coaching Perceptionsand DilemmasTurn and Talk
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Coaching DilemmasThen

• What does a coach do?
• What are the implications of doing things that
  may not maintain the integrity of the coaches
  role? varying perspective
• How do I graciously support teachers and
  administrators which make requests that may not
  be my role?
• How do I understand the content and developmental
  appropriateness of my knowledge in the context of
  each individuals classroom experience?
• How do I build relationships with administrators,
  teachers and teams that are most beneficial to
  student learning?
• How should a coaching conversation go?

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Coach/Consultant Roles

• Relationship based side by side/long term
• Pre-brief/Debrief
• Individualized for specific teacher needs based
  upon student next steps.
• District wide initiatives

• Intensive side by side Usually with observers
• Pre-brief/Debrief
• Awareness of disparity in content knowledge
  versus structural implementation in the
  classroom.
• National perspective

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Coaching DilemmasNow

• How do I provide continual and varied levels of
  support for each individual, team and building as
  a K-12 system?
• How are the conversations being had build
  sustainable capacity?
• How do I use the assessment I receive in my
  coaching, facilitation, and classes help identify
  next steps for our systems professional
  development?
• What are the implications of the structure of
  professional development for individuals, teams,
  grade levels, buildings, vertical teams, etc.?
• How can a coaching conversation had with ______
  build my understanding and be shared with other
  colleagues?
• How do I capitalize on powerful student learning
  situations and have those teachers share as
  professional development?
• How does professional development emulate the
  conditions and habits of mind we are asking of
  our students?

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Effective Staff Development NSDC

• the organization of educators into learning
  communities that have clear goals consistent
  with school and district goals
• effective leadership to support continuous
  instructional improvement
• the application of research to school and
  classroom strategies and decision making
• support for teacher collaboration
• the development of educators skills at
  increasing parent involvement.

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Administrative Perceptionsand DilemmasTurn and
Talk

• How do you find great coaches without depleting
  your schools of great teachers?
• How do you provide coaches ongoing professional
  development to support them in their role?
• How do you create the cultural changes for
  teachers?
• The coaches need to feel supported and the
  teachers need to see them be supported.

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Professional Development

• Needs to show.not tell
• Teachers learn and improve their practice in a
  reflective, supportive setting
• Coaches serve as liaisons between research and
  practice..they bring the latest findings to the
  place where it is most neededthe classroom.

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Administrative Support

• The need for a three to five year plan with
  outcomes
• Consistency in your building
• Creating a risk free environment. What does that
  look like?
• Providing significant time for teachers to plan
  and reflect collegially.
• Purchase professional text to support the vision.

• What type of support do you deem as important?
• You are with your teachers all through the
  process versus PD outside of your building
• Time.how do you provide the time necessary?
• Have a knowledge/vision of next steps of where
  they are working toward.

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Questions