Literacy Coaching Learning to Collaborate

ISBN-10: 0132301288
ISBN-13: 9780132301282
Edition: 2010
List price: $28.99
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Description: Based on a constructivist view of learning and teaching, this new book takes a look at learning and teaching as active processes where teachers and students work together to formulate understandings. Author Barbara Walker places the focus on the  More...

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Book details

List price: $28.99
Copyright year: 2010
Publisher: Pearson Education, Limited
Publication date: 3/20/2009
Binding: Paperback
Pages: 168
Size: 7.75" wide x 9.00" long x 0.75" tall
Weight: 0.660
Language: English

Based on a constructivist view of learning and teaching, this new book takes a look at learning and teaching as active processes where teachers and students work together to formulate understandings. Author Barbara Walker places the focus on the classroom interactions between teachers, students, and literacy coaches that can form the basis for adapting instruction and improving student learning. The book's five chapters take readers through the full range of the ways that literacy coaches can support teachers and students, from the role of the school learning community for coaches to the gradual release model for different levels of teacher support. In a final instructional techniques section, Walker presents detailed procedures for implementing the lessons of the book in a step-by-step manner.K-12 educators

Literacy Coaching in a Learning Community
Models and Characteristics
The Learning Community
Literacy Coaches in the Learning Community
Knowledge about literacy and literacy instruction
Knowledge and Use of Collaboration
Supporting Teachers Practice
Teachers in the Learning Community
Multiplicity of Experiences
Reflection
Practical Reasoning
Interrelationships of Classroom Interactions
Literacy Coaches and Teachers in the Classroom
Students in the Classroom
Summary
Coaching and Collaboration
Attributes of Collaboration
Trust
Active Listening
Shared Goals
Collaboration Adds Value
Perspective Sharing
Situations for Collaboration
Collaboration in the learning community
Collaboration in classroom interactions
Collaboration in small groups
Reflective Discussion Groups
Study Groups
Teacher-Research Groups
Summary
The Cycle of Literacy Coaching
Getting Started
Getting to Know Each Other
Initial Perceptions of Teachers
Setting the tone of collaboration
Coaching Conversations
Conversations about instructional practices
Conversations about student learning
The Literacy Coaching Cycle
Preconference
Selecting Target Students
Selecting instructional procedures
Selecting coaching procedures
Demonstrations
Collaborative teaching
Ongoing Support
Observation
Workshops
Selecting What to Observe
Student actions
Teacher Actions
Selecting Student Work
Instructional Event
Conversations with students
The literacy coaches' observation process
The teachers' observation process
Personal Refection
Post Conference
Reflecting on instructional adjustments
Describing reasoning in a one-on-one conversation
After the Coaching Process
Small group reflection
Reflecting on practical reasoning
Reflecting on formal theories
Continuing the reflective cycle
A New Cycle of Literacy Coaching
Summary
Gradual Release Model for Literacy Coaching
Coaching through modeling
Coaching in the zone
Collaboratively Teaching
Supporting by asking questions
Supporting by prompting
Support for modifying instruction
Coaching for Independence
Selecting examples to support teachers' learning
Collaboratively Reflecting Teacher and Coach Reflecting Together
Practical Reasoning
Collaborative Reflective Groups
Summary
Observations, Analysis, and Interpretation
Observation
Conducting Observations
Narrative descriptions
Checklists
Observing Teachers
Observing Students
Observing Teacher-students interactions
Observing and Collecting Student Work
Analysis
Analyzing Teacher's Actions
Using questions to analyze teacher actions
Analyzing teacher actions using rubrics
Analyzing Student Learning
Are students actively engaged?
Do students talk within the classroom context?
Are students constructing meaning connecting and their background knowledge?
Are students verifying and checking their understanding?
Are students elaborating what and how they read?
Analyzing student-teacher interactions
Analyzing Student Work
Searching for Patterns
Using a Rubric
Interpretation
Interpretation of classroom interactions
Interpreting teachers' actions
Interpreting students' actions
Interpreting Conversations
Conversational Interviews with teachers
Conversational Interview with students
Student conversations about their work
Instructional Techniques Section
Directed Reading Thinking Activity
Graphic Organizers
Interactive Writing
Retelling
Semantic Mapping
Story Mapping
Summary Experience Approach
Think-aloud Approach
References

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