7. Engage with Coach

Jocelyn Washburn, SIM Professional Development Leader, provided us with valuable feedback via the Concept Diagram Implementation Checklist and Concept Diagram Device Checklist. 

See below:

Here are some strengths:

• Thorough “Cue”
• Great example of team teaching
• Strong positive reinforcement of student contributions
• Teacher voice showing true partnership with students
• Many different students were involved
• Your Concept Diagram provides a strong visual to clarify the many components of essays.

Areas for growth: 1. Flip-flop what you have written in Box 1 and Box 2. Your main concept is actually Essay, and your overall concept is actually Writing. 2. Use symbols to designate characteristics and examples provided by students when they were brainstorming in Box 3 Key Words. So you would use a solid underline for the Key Words that turn out to be Always Present Characteristics, a squiggly line for the Sometimes Present, and a dashed line for Never Present.  3. When you go over the Examples/Non-examples, match up example with the different types of characteristics to justify WHY or WHY NOT an example is fitting.  4. Minor adjustment- use verbs next to each characteristic. For example, “has a thesis statement”. This is a technicality that is on the device checklist, but I don’t think it changes the effectiveness of the device if you leave it the way you have it. 5. You don’t have to record everything a student suggestions, if it is not quite right. For example, when students kept providing examples related to sentence structure (e.g., comma splice, run-on, needs punctuation), then you can categorize their answers into "complete sentences” rather than writing so much detail. Also because you want them thinking a bit more broadly about the overall characteristics of an essay and not get stuck on just sentence structure characteristics. This way they feel you’ve validated their answer, but you still get to record what is most essential for the whole class. 6. Finally, here is a suggestion for your Box 5 Definition: As essay is a type of writing that has a thesis, uses complete sentences, includes details/examples, and has multiple paragraphs.

We have been in contact with Helen Barrier throughout the process.  Her review of our original example was very helpful and reassuring.  She has also checked in to make sure we have made progress on the steps.

We have been in contact with Helen Barrier throughout the process.  Her review of our original example was very helpful and reassuring. She has also checked in to make sure we have made progress on the steps.

I feel that our coaching feedback was very positive. We had several Concept Mastery Routines prepared to show them. As they checked them, they informed us that we had chosen a couple of topics that didn't work as well with the Concept Mastery Routine. Their solution was to use the Framing Routine with those and focus on the Concept Mastery Routine with our more difficult topics. As we explained our routines to them, they even helped us create more sometimes characteristics as well as examples and nonexamples. They were very willing to help us in any way that we needed. 

Our coaching feedback was informative and given in a positive manner.  My co-teacher and I didn't realize we were coming up with overall concepts that didn't quite go well with the CMR.  We had several concepts that our coaches had informed us would be better taught using the Framing Routine.  We adjusted our Concept Diagrams to to show more comprehensive and difficult ideas compared to our original concepts. 

Tammie gave me good guidance in the drafting phase, and we co-taught the lesson. I've considered her my coach through the process this year. We've also received good input from our coordinator, Helen Barrier. Here's her email:

"You all are effective partners and really shared the co-construction with each other and your students.    In order to complete the Badge we ask that you “tweak” the Concept Diagram with the following changes: 1. Upload the completed diagram including the "Always Present Characteristics”. 2. Use symbols around and under the Key words (See page 8 Step 3 for more discussion on that). I also added examples of this in our feedback 3. Be sure your definition is “tight" including sections 1,2,4. It must include all of the Always present characteristics.

• Shortcut hint: When drafting a Concept Diagram, I always start with the definition I want to end up with and I’ve got my always present characteristics, targeted concept and overall concept!"

An email was sent to Helen about how our evidence was uploaded.  She emailed us back with the "rubric" she used and comments.  We appreciate the feedback. 

Conferred with Helen Barrier about requirements for Badge completion. Notified her via email of progress to date.

Working with Jocelyn was great. After my first attempt at videoing myself working with the routine in a class Jocelyn and I had a 30 minute conversation by phone to discuss the positives and negatives of the attempt. I've learned a lot from the process and the suggestions she made were necessary. I feel that with the modifications it helped in my implementation of the routine with students for the lesson shown in the video. 
Jocelyn has also given feedback on another routine I intend to use later in the course. 

Engaged in back and forth dialogue with coach Helen Barrier that was very positive and provided constructive advice on how to further enhance utilization of the of the Concept Mastery Routine.

1/6/17
Spoke with Helen Barrier: Notified her of completion of requirements to this point.

1/11/17

Helen Barrier

Rhonda and Lora,

Thank-you both for uploading your evidence to BadgeList. We have reviewed each of your pieces and have attached them to this email. You can upload these checklists to your badge for evidence. 



Thanks so much  


Helen Barrier
Coordinator of Inclusive Practices
SIM™ Professional Developer & Leader
VDOE T/TAC @ Virginia Tech University
250 South Main Street
Suite 326 (0254)
Blacksburg, VA 24061
1-800-848-2714
1-540-231-5672 (Fax)
1-540-797-1335 (C)
www.ttac.vt.edu
hbarrier@vt.edu