I love learning something new.... Apparently, I’ve been tagged. The rules, as explained by the tagger, are as follows:

1. Pick up the nearest book.

2. turn to page 123.

3. find the 5th sentence.

4. post the next 3 sentences.

5. tag 5 people.

So, I happen to be at the annual California Association for Bilingual Education (CABE) Conference, and the nearest book is the convention program (yes, it's over 123 pages!). Here's the appropriate quote:

"This interactive workshop will explore the use of reader's theater with EL stuents by sharing the research on this strategy and havign participants practice and present short reader's theater presentations for the group....

This presentation will answer the question: How do experienced Kindergarten teachers conduct Read Aloud sessions in Title 1 schools with high numbers of EL students? Teachers, especially those new to the profession will walk away from this presentation with specific strategies on how to plan, execute and differentiate Read Aloud sessions in order to make them more comprehensible for their EL students."

I’ve been working on this blog entry over the last three days, and what started out as a testimonial on the power of the Reflective Conversation Map by necessity became an overview of the structure and set-up of our in-classroom demonstration and coaching model. More testimonials will be shared over the course of the year, with this structure as the catalyst for observed teacher change….

We've been coaching and modeling in local classrooms lately, and I have been reminded of the power of the process of the Reflective Conversation Map from the Center for Cognitive Coaching (SM). We talk about the various roles we play (or "hats" we wear) when working with teachers. In one role, we may be "consultants"--modeling strategies to demonstrate their effectiveness in individual classrooms. Another role is that of the "coach"--to listen, observe, collect data (based on teacher request), and help the teacher reflect on the data we have collected. Even though both roles are valuable, and must be in balance, I truly believe that of the "coach" is the most effective at implementing change (I am joined in this belief/knowledge by educational researchers such as Joyce and Showers).

Stage 1: The stages of the process (both consultant and coaching) start at the same place for us: the Planning Conversation. This conversation may take place anywhere from two weeks prior to the lesson up to the day of the lesson (in the case of the conversation taking place the same day as the lesson, the teacher usually has already planned the lesson and goes through the planning conversation to bring the coach up to speed and to confirm her/his structure is meeting the stated objective/standard). It is in the Planning Conversation that the content standard is identified, the assessment is designed (how will we know if students have mastered the standard?), and the lesson is planned (how will we structure the lesson to support student mastery of the standard?). When planning in advance, we even go into a bit of the “collaborator� role in co-designing this lesson. However, once the lesson is designed, a choice of direction is made for stage 2.

Stage 2: The teacher chooses the method of delivery from one of three options:
1.    We demonstrate the lesson and the teacher observes and takes notes (consultant role).
2.    We co-teach the lesson with the teacher, each taking components and supporting the student mastery of the standard (collaborator role).
3.    The teacher does the entire lesson and we collect data based upon their request (coach role).

Stage 3: No matter the model chosen, we end with a Reflective Conversation to debrief the lesson and its effectiveness. However, depending on the model chosen above, the conversation will look very different. Option 1 reflective conversations sound more like “I liked this _____� and “my students did/did not respond well to _____.� Also, we sometimes get the response of “I can’t do this on a regular basis in my classroom because _______.� Quite often teachers will commit to implementing one or more of the strategies demonstrated in their own classrooms. Option 3 reflective conversations, however, tend to get much deeper into the teacher’s own teaching style, level of effectiveness, and planned modifications for future lessons. These conversations sound like “I didn’t realize _____ and am thankful for the data you gathered. In the future I will _____.� Depending on the amount of co-teaching done, option 2 reflective conversations may sound like option 1 or option 3 conversations.

In a three-day, consecutive period, with the reflecting conversations taking place each day (cycle rotating between stage 2 and 3), a teacher in option 1 is not seen to change, since they are not “on stage� and implementing with the data being gathered. Implementation for option 1 teachers takes place after the cycle and requires follow-up for data gathering. A teacher in option 3, however, may be seen to make significant growth over a three-day period based on the data collected and is expected to continue refining the implementation thereafter, since the level of reflection and data has continuously supported the teacher’s own understanding of her/his style and effectiveness.

In no case is a teacher left without follow-up after completing stages 1-3. Ideally, the on-site support (often a Literacy Coach) will continue to collaborate with and coach the teachers who have gone through the 3-day intensive process. Follow-up data throughout the year helps to validate and measure the effectiveness of the program and the level of implementation of the strategies by the participating teachers.

Additional research citation:
Focused peer coaching has proven to be an effective element in a constant improvement cycle focused on student achievement (Glickman, 2002). Glickman, Carl D. Leadership for Learning: How to Help Teachers Succeed. ASCD: 2002.

Thanks to a practical comment from Jessica, I'd like to try my hand at defining the label "Web 2.0." Then, you can go to wikipedia for their more thorough version. What I mean by "Web 2.0" (and what I think I'm understanding from other gurus on the topic) is most quickly described as a "read and write" Internet. When the Internet was first in widespread use (when I was in undergrad--or at least that's when I started using it more), it was mostly a "read only" place. A place to search and find information that one would "consume" but not add to. I could do a Yahoo! or Altavista search (then came Google!). Now, however, with Web 2.0, the Internet is much more interactive. I can read and COMMENT on many sites. I have a blog--also, where OTHERS CAN COMMENT. We use wikis (see wikipedia as the one in the forefront) to collaboratively design, edit, and create content. We have discussion boards, news groups, youtube.... Our students' Internet is very different from the one I learned in undergrad! Think myspace, facebook, ....

My colleague Gil Diaz helped me to an "aha" yesterday evening. Over a relaxing cup of tea in a lovely hotel in San Francisco, we were brainstorming and modifying our presentation for this morning on ePortfolios (at TRLD). I was sharing with him my connections and ideas based off several presenters I had the pleasure of listening to that day, and sharing how they had inspired me to update my blog and LIVE the Web 2.0. Using some coaching questioning techniques, he was trying to get me to identify WHY I had the "aha" (thereby empowering me to seek these out and have more).

The bottom line came down to REFLECTION, and TIME to REFLECT. The amazing part about this to me, is that when we discuss, promote, and train on STUDENT eportfolios, my big soapbox is on the power of REFLECTION and METACOGNITION. However, once again, I found myself rarely practicing what I preach. Now I could go into the disclaimers about a hectic schedule back in the office, or some such (all very valid). However, my point, and one I'm hoping to remember, is that if ANYONE is given time and tools of reflection, that person is then able to IMPROVE, SYNTHESIZE, and ultimately LEARN.

Thankfully, I plan to be a lifelong learner and look forward to many more opportunities to reflect and grow from that reflection. This blog is one tool that I believe will help me in that process. By journaling and therefore processing my thoughts on the topics of literacy, coaching, and technology (and how they often overlap), I hope to make time to reflect and grow personally (and perhaps provide entertainment/food for thought for other readers).

I'd love to hear your comments/reflections on the power of metacognition....

I usually realize how dependent I am on technology most when it doesn’t work for me. For the last couple of weeks, I have been “iPod-less.â€� My lovely, black, 80GB video iPod (now called a “classicâ€�) isn’t working. Yes, I have the AppleCare Protection Plan (aka warranty), but taking the time (and remembering) to take it in to the local Apple Store hasn’t become a reality yet. Life and work has been rather hectic, so during my commute (when I usually listen to my audiobooks), I’ve been maximizing time on the phone. This worked very well when I was at home and getting things accomplished. Now, however, I’m more than half-way through a week traveling and presenting. Not only do I miss listening to my audiobooks (I have a little routineâ€"non-fiction on the way to work, fiction on the way home), but now I can’t use my handy Belkin Tune Talk to record the various sessions I’m attending at TRLD. Granted, without permission from the presenters, I don’t actually post these as podcasts, but I do use them personally to review as “notesâ€� and remember key points that I don’t always catch in my notes (especially if I’m multi-tasking as I am right now).

Just like there’s only so much time we as humans can go without food or water, I think I’m about to discover my limit on life without iPod…. Two weeks is starting to push it!

I’m sitting in another Web 2.0 presentation, this one at TRLD in San Francisco, and realized that I have been hearing and even talking a lot about Web 2.0, but haven’t been LIVING it personally. However, this is about to change. Here I am sitting in the session with David Warlick, connected to the Internet (love the multi-tasking), and have decided that updating my blog is the first step. However, caution to new bloggers, if your Internet connection is spotty, you might want to type in Word and then upload your work by copying and pasting (I just lost my first entry due to loss of Internet connection�"love the Verizon data card, but inside rooms in large buildings do have some difficulty with connection).

So, anyway, I’m thinking that typing my notes (the way I best process new information) may also benefit other interested individuals who may be reading. First of all, David is one of a new trend of presenters that use their blog/webpage to guide the presentation rather than a traditional, bulleted PowerPoint presentation. Slides are used sporadically and when text needs to be read by all in the audience. However, to model and share examples, he goes live to the Internet and navigates straight from his blog. One of the benefits of this, is that all of the presentation resources are accessible to everyone (in the audience and out). You may access his at http://handouts.davidwarlick.com

David Warlick quotes (as exact as possible):
• “Blogging is about reading, and thinking and writing…it is a literacy engine.�
• “It’s stopped being a writing assignment, it’s a communication assignment…it becomes a conversation.�

More to come in future….