4. Describe your Coaching

On July 17, 2018, PD was provided to Watson Chapel and Stuttgart teachers on the LINCing routine.  Five teachers attended.  I worked specifically with Mrs. Laverne Adair from Stuttgart Junior High School.  We collaborated specifically on how she can use this strategy with her resource students.  Challenges included students being about to produce reminding words.  We decided that perhaps a "whole group" chart would be best to use until the students become comfortable with the strategy.

I partnered with my co-teacher, Shelley, to teach the LINCing routine. She is already familiar with content enhancement routines and has been trained in the Framing Routine. She has used the Framing Routine extensively and I have used the LINCing routine to teach vocabulary throughout the 2nd semester. Because we had incorporated the routine into our curriculum, the learning process was very straightforward. I used the guidebook to walk her through the steps, and discussed how to select a good reminding word. We also spent some time considering what makes a strong LINCing story. We had the benefit of student samples from vocabulary lessons I led, and were able to analyze reminding words, stories, and pictures for strengths and weaknesses. Shelley decided she would use the LINCing Routine to review several terms the students keep confusing, so she drafted several LINCs tables. She did a great job, and we discussed where we thought the students would have difficulty with the terms she selected. On one of her tables (hurricane), she found it challenging to LINC all the essential elements of the definition.

I instructed my co-teacher on the VOCAB LINCing rountine. I described the parts and demonstrated the expectation of students.  I also gave my insight of what worked when I did it with my students.

I instructed Mrs. Sink on the Vocabulary LINCing Routine. She was very eager to learn a new routine that would help her students to comprehend as well as remember key vocabulary. She completely understood each section of the routine; however, she struggled with creating reminding words. She voiced her concern that it might be difficult for her students to come up with their own reminding words. I eased her concern when I told her that until her students used the routine on a few occasions, it would be more beneficial to start out by giving them the reminding word. She could then co-construct reminding words with her students until she felt as if they could work on that section individually or with a partner. After practicing a few words, she seemed more comfortable with that part. 

With Badge 3 being so close to SOLs and our class only meeting every other day, time restraints made it difficult to fully implement.  LNCing was used as a remediation tool with great success. We shared common planning in order to devise a strand and that is how we overcame the challenges. 

I used a PowerPoint presentation and guidebook while completing the CER Device Checklist.  I also co-teach with the teaching being coached so we communicate easily.  There really weren't any challenges.  Everything was explained thoroughly and we were able to construct the device to be used in an observation of one of her classes.