4. Describe your Coaching

This was a very successful training both participants were able to create 2 devices in the time that we worked together.  Being able to have a 2 on 1 format allowed for ample time to go over the necessary material and still allow for them to draft devices.   I was able to check their devices and give positive feedback for them to finalize a draft.

If there was a challenge it was the time constraint that we only had one day to work on the Framing routine, although we accomplished a lot in one day, more time to work together would have been helpful.  My SIM PDers were incredibly helpful in keeping me on pace and gave awesome insight on how things were going.

We were able to adjust the timing for having only the one day for Frame and still get a lot done.  I feel that both participants left with solid material to take back to their classrooms for implementation.

I had a video conference with my coach.  It was very helpful to have some questions clarified about the framing routine.  After this coaching session I was able to refine my teaching of the framing routine.  My co-teaching and I did this coaching session together, so it was also helpful to get a better understanding of the routine my co-teacher is working on, and helped me better understand the instruction I was seeing as she implemented her routine.  My biggest take-away from the coaching session was seeing other content areas where I could implement the routine.  My initial understanding of how I could see using the routine was very limited and I now feel that I can broaden the use of the framing routine.

After the training received at the Summer Training, I was a little concerned as to how to go about using it in a 1st grade class setting when many of the students are not capable of managing the writing. Judith and I had the discussion regarding fidelity, and felt that it would be reasonable to use the Frame as a cut and paste option. This is the way we approached it for all of the Frames used in our lesson plans. Judith had many good suggestions as to what could be done within the Frame (skip counting, sorting, shapes etc). I have since then created a Frame cut and paste option for symmetry and I have finessed the FRAME that I created originally or money.  

During my discussions with Mrs. Blevins detailing my own preparation for demonstrating the Framing Routine with her students, and subsequently in discussions about her preparing to use it, I used the guidebook to follow the steps for preparation and implementation. We talked about the Cue-Do-Review sequence at length, and then discussed how she might identify appropriate content with which to use the routine and when to use it. She had participated in construction of diagrams alongside her students during my instruction on the Figurative Language frames, and I shared the examples within the guidebook as well as examples created during my own initial training for the first badge. Mrs. Blevins indicated that she felt using the Framing Routine would be a useful and effective technique for her language arts classes--especially with her inclusive classrooms. During her implementation, she provided some of her students with partially completed frames to meet their support needs, and shared that this was an effective tool with which to provide the necessary accommodations for individual students. Following Mrs. Blevins' use of the routine to introduce Nonfiction Text Structures, she used their completed diagrams as a review aid prior to a short assessment on that topic. All students performed well on the assessment. As with the frames the students completed with me, they stored the frames completed with Mrs. Blevins in their review binders for future use.

Following my initial introduction of the Framing Routine to Mrs. Blevins' 5th grade inclusion classes, I began instruction with her in using the Routine. She assisted with the development of the subsequent Framing Routine diagrams that I presented to her students while she observed my implementation and the student co-construction of the frames during class. Following this instruction, Mrs. Blevins developed and introduced her own Frames to her students.