1) For the fidelity of implementation I worked with two of my work colleagues on completing a lesson from the Talking Together program. I worked with each of my colleagues separately and we went through a lesson as if I were an instructor and they were my student/participant so that I might better understand the program and the elements of each lesson part. I asked my colleagues to each play the role of a student so that I didn't necessarily know their responses, but I had a good idea of what they might say in response to some of my questions. With my first colleague the questioning was a little less authentic than the second colleague. With my second colleague I just had him respond off the cuff as would any other student so that I could work on my feedback and practice my skills.
2) The length of implementation of each lesson only took about 10-15 minutes which is very helpful. This type of 'mentor lesson' is easily rolled into a 45 or 50 minute class period with the opportunity for instruction and then application of the skills. In the 'mentor lesson' the participants were following the teachers instruction and it is designed as whole group instruction. After this initial 15 minute lesson I can see how the teacher may split up the whole group and go into independent or small group work and follow up with specific students or spend the time facilitating additional questions or discussion.
3) As this was completed with two separate colleagues there were no student progress charts to submit.
4) The lesson went very well in its entirety. I created a powerpoint presentation and then scripted out what I would say during the powerpoint presentation. This helped me to stay on track, keep it short, and then make sure I was asking questions at the correct places. It also allowed for me to see where I could have opportunities for student interaction, small group work, and follow up lessons/application.
Because I did this with my colleagues I did end up answering a lot of my own questions to keep the time moving. If I were to do this with students I would have to definitely make sure that they were the ones responding to my questions instead of answering my own. I would also ask more questions that may be relevant to students; ex; topical movies or music which could pique the students interest a little more and create buy-in.
I want to generate some more ideas on follow up lessons. I realize that one time me facilitating a conversation around having participation and discussions is not going to always stick in students heads so I think it would be good to maybe come up with some additional 5 minute (super short) lessons that reinforce these concepts that allow me to work with the students on a short term basis but not to take up too much time but instead to continuously remind them of these norms. I think I would also like to create some buy in about the norms we have established, such as other ideas students feel passionately about when working with their peers (i.e. please ask before entering my personal space etc.)
5) To be updated when we have the coaching meeting with Patty/Diane.
2) The length of implementation of each lesson only took about 10-15 minutes which is very helpful. This type of 'mentor lesson' is easily rolled into a 45 or 50 minute class period with the opportunity for instruction and then application of the skills. In the 'mentor lesson' the participants were following the teachers instruction and it is designed as whole group instruction. After this initial 15 minute lesson I can see how the teacher may split up the whole group and go into independent or small group work and follow up with specific students or spend the time facilitating additional questions or discussion.
3) As this was completed with two separate colleagues there were no student progress charts to submit.
4) The lesson went very well in its entirety. I created a powerpoint presentation and then scripted out what I would say during the powerpoint presentation. This helped me to stay on track, keep it short, and then make sure I was asking questions at the correct places. It also allowed for me to see where I could have opportunities for student interaction, small group work, and follow up lessons/application.
Because I did this with my colleagues I did end up answering a lot of my own questions to keep the time moving. If I were to do this with students I would have to definitely make sure that they were the ones responding to my questions instead of answering my own. I would also ask more questions that may be relevant to students; ex; topical movies or music which could pique the students interest a little more and create buy-in.
I want to generate some more ideas on follow up lessons. I realize that one time me facilitating a conversation around having participation and discussions is not going to always stick in students heads so I think it would be good to maybe come up with some additional 5 minute (super short) lessons that reinforce these concepts that allow me to work with the students on a short term basis but not to take up too much time but instead to continuously remind them of these norms. I think I would also like to create some buy in about the norms we have established, such as other ideas students feel passionately about when working with their peers (i.e. please ask before entering my personal space etc.)
5) To be updated when we have the coaching meeting with Patty/Diane.