Coaching Resources 

Guidelines for Team Teaching/Coaching   Presented by Jim Ensign 8/27/05

Coaching as a team

Choose one Teacher/Coach per lesson to be the Lead.  Who prepared something today?  They should probably be the Lead Coach for this lesson

            Lead Coach/Teacher Responsibilities  Time permitting try to clue in the others of the objectives or strategy

                        Follow the organizations agreed skills progression.  If you get stuck make a clear hand off to the next Lead.

Assisting Teachers: Responsibilities 

Model for the students how to Focus on the “Lead Coach”  Raise your hands to speak or embellish.

Look for visuals clues to stay on track

Watch student’s player’s’ eyes and quietly help them individually re-engage in the lesson.

Assist with Demonstrations.  Especially Enhance individual or small group guided practice and independent study.

Be careful not to contradict the Lead Instructor.

Madeline Hunter's Seven Step Teaching

Applying and balancing these  7 to 10 steps (depending on how you count) will enhance your ability to make learning effective for students.  Many add an additional step called Evaluation or Feedback as a review of the lesson.  Evaluation is also a mini 7 step process with the addition of setting a time and goal for the next re-evaluation period.  Coaching is still an art not a science.  Applying these steps need not be in any exact order.

Getting students set to learn

Step 1: Review – , Helps students understand the lesson objective and how it relevant to the previous material.  This will aid the memory process and improve comprehension.

Step 2: Anticipatory Set -- Getting students to focus their attention on the material to  be presented -- getting them interested or prepared for what they are about to learn

Step 3: Objective -- State the objective for the lesson.  Students who know WHY we are doing this avoid frustration.  (Remember: “Wax on /Wax Off”)  Consider laying the framework with the Whole, Part, Whole method

Instruction

Step 4: Input and Modeling -- Presenting new information to students, modeling where appropriate as one form of instruction. 

Checking for understanding

Step 5: Checking Understanding -- Determining whether or not students are making  sense of the material as the material is being presented.  Look for visual feedback.  Ask review questions but listen for the concept.  Keep All students involved by saying “Who knows what we_________?….Bobby?”

Step 6: Guided Practice -- Immediately after instruction students are given the opportunity to apply or practice what they have just learned and receive immediate feedback.  Practice only makes perfect only if we are practicing correctly.   How are checking understanding and guided practice different? Checking understanding occurs in the process of “Instruction”. Guided practice takes place just after “Instruction” has occurred.  Checking for understanding is often a whole-class process by observing body language or asking a simple question to the whole class.  Guided practice may be done individually. Both involve quickly assessing whether students understand what has just been presented.

Independent practice

Step 7: Independent Practice -- After students appear to understand the new material they are given the opportunity to further apply or practice using the new information. This may occur in class or as homework, but there should be a short period of time between instruction and practice and between practice and feedback.