What is Instructional Coaching Institute Level 2
Friday, October 10, 2008 at 10:00AM Some of you have asked about Instructional Coaching Institute Level 2, so I've included a quick description below. On October 15 on our website we will be releasing new tools for coaching these practices and you'll be able to download them for free.
Instructional Coaching Institute Level II has been created for coaches and other educators who wish to deepen their knowledge of coaching tools and teaching practices that improve teaching practices in the Big Four areas of instruction—classroom management, content planning, intensive explicit and constructivist instruction, and assessment for learning. Participants in this institute will learn high-leverage teaching practices that coaches can share with teachers to have a quick, powerful, positive impact on instruction and ultimately student achievement.
This session will cover
· Classroom management teaching practices such as developing and teaching expectations, improving praise to correction ratios of interaction, increasing students’ opportunities to respond, correcting students fluently, and increasing time-on-task
· Content planning teaching practices that include developing essential questions for lessons, units, and courses, and developing lesson, unit, and course maps to provide a living study guide for students
· Instruction--Intensive explicit teaching practices are designed to ensure students master essential information, strategies and proceedures. These teaching practices include pretest, describing content, learning by watching, sharing, practicing, post-tests, and generalization.
· Instruction--constructivist teaching practices are designed to ensure students master construct their own understanding of information, strategies or procedures being learned. These teaching practices include cooperative learning, project-based learning, thinking device, high-level questioning (HLQs), reflection learning, and stories.
· Assessment for learning—teaching practices empower teachers and students to carefully monitor student learning and progress. These practices involve identifying teaching targets, developing propositions, identifying and implementing checks for understanding.
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