Instructional coaching during the remote learning stage

  • Instructional coaching during the remote learning stage

    Anthony Armstrong created 1 month, 2 weeks ago 3 Members · 3 Posts
  • Anthony Armstrong

    March 30, 2020 at 11:45 am

    Question from an attendee during our teaching online webinar: What method or suggestion can you give for instructional coaches when providing coaching support to teachers during the remote learning stage?

  • Sharron Helmke

    April 10, 2020 at 6:54 am

    Coaches can be an incredibly important resource for teachers during this time.  They need to be responsive to teachers’ needs and requests for support, but they also need to have the bigger picture in mind.  In the early weeks of remote learning the emphasis is on getting teachers online and connected, but once that’s established the emphasis must shift to the quality of instruction being provided.  Coaches can support this by gently making inquiries: This lesson looks interesting!  What will students be learning / practicing with this activity?  How will you know if students are demonstrating mastery? What kinds of misconceptions do you usually see emerge in the classroom when you teach this?  What should a student do if they still don’t understand? 

    • Andrea Gautney

      April 14, 2020 at 3:20 pm

      One question that I have repeated several times has been “How will we provide layers of feedback as students progress through the different learning experiences and assignments?” or “How can we use our tools to inform students of their progress?” Many of our teachers felt overwhelmed by the thought of providing feedback to 150 students individually. Once they began to dig into our technology tools, they discovered different ways of offering feedback- whether it be through offering multiple attempts after viewing which questions they missed or through taking the time to type hints next to answer choices, the teachers felt empowered in giving feedback instead of feeling frightened by it. This new learning allowed them to focus on the students who needed the most attention, those for whom the automated responses were not enough. This has alone has allowed many of them to feel like that can effectively manage and support students in our new online learning environment.

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