Last time we looked at how coaches can use the look-for text to focus teacher attention on specific learning objectives. In this post, we’ll consider ways to use the charts in promoting teacher learning.
Every myTeachstone video includes a chart that links CLASS language to what happens in the video. If you're unfamiliar with the charts available in myTeachstone, check out the example shown in the image below.
I want to start with two questions. We’ll examine these questions using the example of the Itsy Bitsy Dog video in myTeachstone. (The same video example we used in my last post!) Watch the video and consider:
The answers to these questions demonstrate the purposes behind the videos and how the charts can enhance the experience of watching video.
The charts found below the videos help coaches and teachers identify the interactions found in the video, link them to CLASS language, and reinforce these important observational skills.
To close, here are a few tips for using the charts with video resources.
Note: There are two types of video resources available in myTeachstone. Classroom exemplars are short videos that feature highly effective behaviors in just one CLASS dimension. The charts that come with exemplar videos include information only on effective interactions across one dimension of focus. Classroom snapshots are longer videos designed to demonstrate mixed levels of effectiveness. The charts that accompany these videos include information across multiple dimensions and effectiveness levels.
Please share your thoughts. What are some of the benefits of the charts? What have your teachers found helpful?
In the coming days, please check out my next post in this series, which will focus on how to use the reflective questions in myTeachstone to promote your coaching conversations!
Being an instructional coach or mentor is difficult. Sometimes it may feel like you don't have any support—especially when it comes to providing effective feedback to the teachers you work with. Have you, as a coach, ever asked yourself any of the following questions?
CLASS Specialists are always thinking about the complexity of the CLASS tool as we prepare for our trainings. As a trained CLASS observer, I am comfortable observing and recognizing quality interactions that fit in the tool. But I needed a strategy to convey this information to those who may not be as familiar with the tool.
As it turns out, using an analogy is a perfect way to make the complex relatable, less overwhelming, and more familiar to our participants.