[MUSIC] [MUSIC] Welcome back It's week four, Quality of Feedback, and you're just in time to check in on Mr. Good Coach and Miss [INAUDIBLE]. Rookie. Let's see what they're talking about, in their coaching session. >> OK. Ms. McRookie. Great class. I love, what's happening in there. Do you feel good? >> Yeah. I feel, very good. I'm still feelin a little bit in the weeds, but, I really love the kids so I'm just powering through it. >> You know, I've told you this before. I really like your attitude. Your attitude. You're going to, come out of the weeds soon. Kids are mostly really on task, you're really messaging how important each minute is by responding whenever someone's attention is wandering. I counted six separate occasions, when you noticed someone whose focus was off, just when I did, and you responded, that's great. I also noticed you were using proximity, like we talked. >> Your tone, when you, had to remind Alex to keep his head up off the desk, and then you gave him a demerit. Tone was great. We've talked a lot about being firm, but dispassionate, and you were really using that here. You've been practicing. I can tell. >> Too sure, about the target task today. I think, you were a little ambitious. It's a really, complicated thing that you're introducing. And you gave, them every step the first time today. I think it might of been hard to follow. What I recommend is, going home and scripting out, every single level of that prop. How you would do it. What goes through your head, the whole narrative. I'm talking, crazy detail. You following me? >> Yeah. because that's. [INAUDIBLE]. >> Okay, and one other thing, I want to have a detailed discussion with you about how you give feedback to students when, they give you a partially correct answer. >> Oh man, I never know what to say. >> Right, right, it's tricky, but, let me give you some advice. >> Alright. I bet you can see this one coming, but, we're not totally satisfied by everything that we see in this coaching session. Year. No question that, Mister Good Coach he's using the cracking. There is a clear instructional vision, they're on the same page, lots of common language we're talking about in instruction and that's all terrific. And Miss, Miss Rookie she continues to have great growth math set about her practice, she's asking questions, she's really digging into the feedback. However, if you look at the session again, there are two big principles of quality feedback that are missing here. Number one, is goal-driven accountability. One goal, holding the teacher accountable to implementing that goal, giving them the support and the tools they need to implement it effectively. One focus area at a time. If you noticed, Mr. Goodcoach gave, Ms. McRookie a ton of advice across all those different categories of the Kraken. And we just don't think there's any way, she'll be able to keep all of that in mind, while also planning and executing a new lesson. The second principle, is that a coaching session should be forward-looking. You should think about, your coaching session, as a planning session, for how to implement specific changes. If you notice, most of the coaching session you saw there, was rehashing what already took place in the classroom. We believe that, a coaching session should look forward to future lessons, and to helping a teacher figure out how their going to implement feedback in the context of those lessons. OK. First principle. So why is it that we think, that teachers should only work on one well chosen, high leveraged skill at a time. Well, for those of you who took our rookie teaching course, this next clip is going to look really familiar to you. We want you to watch, thirty seconds, that look like thirty fairly ordinary seconds of instruction. And try to count, how many decisions, this teacher is making. >> F of x equals x, draw your coordinate plane, graph it up. Should take you no more than 30, seconds to do. [NOISE]. Come on lets go. [NOISE] [NOISE] Alright. Some of you got it, and some of you didn't. Your graph should look like this, yes? >> Alright, here are the decisions that we counted. >> F of x equals x. Draw your coordinate plane, and graph it up. Should take you no more than 30, seconds to do. [SOUND] [BLANK_AUDIO]. [SOUND] 'Kay. Some of you got it, some of you didn't. Your graph, should look like this. Yes? [SOUND] Wow. That's a, ton of brain activity for just, 30 seconds of instruction. Imagine what that looks like, across the entire class. All those decisions the teacher has to make. Now, imagine on top of that, you're also asking the teacher to do something new, to implement a new skill. But we all know that, when we're doing something. For the first time, when we're not good at it yet. It takes a ton of, our concentration. And this is mental bandwidth that, a teacher really doesn't have much of. Just to get through the lesson, you're making so many decisions, you're using so much of your brain, that you just don't have much left over to think about something new. And that's why we say to only focus on one, skill at a time. If you're now, executing that lesson and thinking about two new things that you want to change, we just think it's teacher brain overload. It's a, recipe for disaster. At the very least, it's a recipe for a teacher not being able to implement a coach's feedback effectively. Okay, principle two. Coaching sessions should be forward-looking. If you think back on the coaching session with Mr. Goodcoach and Ms. McRookie, pretty much the entire session focused on a lesson that already took place. They just rehashed something that, already happened. We think that's totally off. In fact, in a 30 minute coaching session, we believe only five or ten minutes should be, spent reviewing a previous lesson. And the next 20 should be looking forward toward, how to implement a new skill, in the context of a new lesson. That's a two to one ratio, in favor of the future, over the past. If there's just one thing that you take away from this entire MOOC, it's that. Change the ratio of your coaching sessions, to have them be more forward looking, and it will cause you to shrink your goals, in a really productive. productive way. But, don't just spend the time talking about the future, actually practice for the future that you want to exist. That means, get the teacher to stand, up rehearse that skill in front of you. Give them real time, immediate feedback. Model it for the teacher, if need be. Script things, into their lesson plan. really look forward toward, how they're going implement, that feedback. Don't just have a conversation, about it. Why? Well, as much as you might want to intervene in the moment. You can't. You can't do this. >> Alright, what did you get for, number one? Cece. >> I don't, know. >> OK. McKai? X equals, >> Anna? >> [SOUND] >> Time out, Coach. >> You had it. You had it. You had it. >> I know. >> You asked a question. Your student said I don't know. And you. You, let her off the hook. >> Yeah, but it's so hard to know what the to do when they say that. >> I know, I know. But we've talked about this. We've, I'm going to draw it up for you again, ready? >> All right. >> This is what it looks like. She says I don't, know. >> Okay, so that might have been a bit of an overstatement, but the point is, teachers are going to have to implement your feedback on their own. You want to spend most of the precious time that you do have with them, making sure that they're ready for that implementation. And that means, creating practice in your coaching sessions. And even when you are in the classroom, you can't just jump in if things aren't going well. I mean you're not like a head surgeon, who's working with an apprentice that's holding the scalpel in the wrong place. The teacher ultimately, has to execute these skills. On, their own. At that's why you should spend the majority of your session, getting them to begin that process of executing so you can give that real time feedback. You can create real action steps that they can then go and take on their own. Remember your willingham. The more you practice something, the more you commit it to memory, the more likely you're, going to be able to execute it. Independently. Taken together, these two principles imply a rather directive approach to giving feedback to teachers. After all, it's the coach who's ultimately choosing the goals, creating the opportunities for practice, and driving for accountability throughout the process. But, teaching is a solitary act. Fact, lots of you coaches probably will only get a chance to see your teachers a few times across the entire year. So ultimately, your teachers need to learn, how to be reflective. They need to learn how to ask and answer, their own questions about their own practice. We still think that our directive approach,gives teachers a, good frame work for becoming reflective, but becoming reflective in an efficient way, teachers The goal here is not just to reflect, the goal is to reflect on your practice in a way that will drive real improvements.frame So, with our approach, a teacher would learn to reflect in the context of a vision for excellent instructio, they would know that they should just choose one thing to focus on. They would know that they should script and practice and rehearse before they try to implement new skills in the classroom. They would know that they need to hold themselves accountable, to how well they implement the feedback that they're given to themself. All these parameters for reflection, were actually create reflective practitioners who are focused on real meaningful changes in the classroom. Phew, that was a lot. To make up for all this theoretical [INAUDIBLE] in our next video we promise to be super directive. We're going to walk you through the components, of an effective coaching session. See you there.
