Differentiating Coaching
One teacher, as quoted in Knight, stated, “If you’re teaching the Pilgrims in May, you know you’re in trouble” (2007, p.150).
Honestly, I assume that I would differentiate my coaching approach based on the teacher, content, and level of technology use for example. I agree with Knight that ICs can help teachers differentiate, prioritize, plan, and sort through the content (p.150). One strategy or approach that I like comes from LaVonne Holgren (Knight, p. 150). She addresses four aspects of smart teaching: 1) Essential Questions, 2) Content Mapping, 3) Relationship Structures, and 4) Concepts (identify and define).
I use graphic organizers often with students and encourage them to use them in their other classes as well. Years ago, I used the actual organizers (Unit Organizer, Lesson Organizer, Concept Diagram, The Anchoring Table, and The Frame) promoted by B. K. Lenz. I find that students with disabilities catch on fast, and are able to quickly identify information during the lesson. If my students can learn to use them, then adults should appreciate the functionality of these organizers as well.
The specific coaching session will dictate which organizer I use. I would probably promote the use of Unit and Lesson organizers in addition to the Concept Diagram for single content teachers at the middle and high school level. For elementary teachers teaching multiple subjects, I like The Frame for both teacher and student use. The Frame is generic enough to use across subjects and adaptable enough to modify its use for multiple purposes. I have used several different versions of The Frame in one lesson. They make great study aids too.
In a coaching session, using either of these can help focus a teacher’s attention in a step-by-step approach to the content s/he is teaching. The Concept diagram for example explains concepts by categorizing information in three over-arching sub groups: Always Present (examples), Sometimes Present, and Never Present (non-examples). The possibilities of their use is endless.
Finally, I chose to adapt an Action Report form found in the Knight’s resources section (2007, p.222). Although meant as a post coaching tool, I adapted it to use before and after the coaching session. In my opinion, this form compliments the Collaborative Exploration of Data (Knight, p. 124). Both the teacher and IC can discuss the data objectively based on what was supposed to occur and what actually occurred.
If the teacher above had used an Unit Organizer, the students in her/ his class might have used a concept organizer or The Frame and learned about the Pilgrims within the appropriate scope and sequence of Social Studies when it was more relevant and might have made real-world connections to their lives.