Presentation on theme: "E eBloc emending Balanced literacy by observing colleagues John Cowger."— Presentation transcript:
e eBloc emending Balanced literacy by observing colleagues John Cowger
e eBloc Definition eBloc (emending Balanced Literacy by Observing Colleagues) is an on-going in-service program marrying the components of Balanced Literacy and peer observation/coaching. Emending means freeing from faults or errors; improving, enhancing or polishing. Therefore, the purpose of eBloc is not to introduce new material but to tweak practices already in place. (Continued)
e eBloc The components of Balanced Literacy in eBloc are: Read Aloud, Write Aloud, Shared Reading & Writing, Guided Reading & Writing, Independent Reading & Writing, Reading and Writing Assessments. eBloc provides a focus for educators on the best practices in reading instruction in a yearlong format. (Continued)
e eBloc An important element in the on-going training is that it is occurring as teachers work with his/her students so that the issues they address are from the educators actual teaching. Teacher training is practical and on going!
e eBloc Teacher Role The teachers role will be to work in teams discussing key aspects of Balanced Literacy and then practice using these aspects while observing and being observed. These observations will focus on looking for the predetermined set of behaviors of the eight selected components of Balance Literacy.
e eBloc Student Role Every child has the right to become a thoughtful, competent reader. eBloc provides the backdrop on which the teacher can be observed using best practices in reading instruction. A recent report (Pinnell, et al., 1994) suggests that this type of on- going, practical professional development results in greater student progress when compared with training sessions that are concentrated into a more compact time frame.
e eBloc There can be but two real goals toward which we aim in teaching readingor, more precisely, a single goal with two aspects: to teach children to read well and to love to read. Arthur Gates (1890–1972)
e eBloc Each workshop is organized in the same order. Please see the attached example. Resources are also provided. Attached are the website resources provided at the Guided Reading/Guided Writing workshop.
e eBloc Observation Points Upon entering the classroom, the observing teacher tallies next to the predetermined behaviors on the Observation Sheet. The observer may also write positive comments. The Observation Sheet is then left with the teacher being observed for his/her own reflection.
e eBloc Scheduling A substitute is hired to cover classes on a rotational schedule. Each teacher is released from his/her classroom for an hour to observe fellow teachers on his/her team for 10-15 minute observations.
e eBloc Common Language This is powerful. If teachers are all talking the same talk K-5, they can grow in their literacy education knowledge. Most importantly, however, the students will benefit from their teachers consistency throughout each grade level and throughout the building. The following experts help highlight this important point.
e eBloc The following excepts are from remarks by Deanna Burney, Ed.D. Presented at the 2003 NCREL Annual Conference June 25, 2003 Naperville, Illinois Translating Research Into Practice: Communities of Instructional Practice http://www.ncrel.org/meeting/2003/burney.htm
e eBloc Everyone Learns Together Learning is not solitary but highly social. It depends on constant discussion and demonstration. People learn by watching each other, seeing many ways of solving a single problem, sharing their different "takes" on a concept or struggle, and developing a common language in which to talk about their goals, their work, and their ways of monitoring their progress or diagnosing their difficulties. (Cont)
e eBloc Everyone Learns Together (continued) When people publicly display their thinking, they learn from each other, but they also learn by having to articulate their ideas, justify their views, and validly argue their points. (Continued)
e eBloc Totally transforming both their thinking and their practice requires people to take risks. They can develop their expertise only if they are willing to experiment, make mistakes, and analyze those mistakeswith everyone else, in front of everyone else. (Continued)
e eBloc There is no other way for new knowledge to infuse the system and create stronger instructional practice. Dialoguehowever tentative or unsure at firstis another way to learn. Observing others' instruction is yet another way, as is the willingness to be observed and to hear people's comments. (Continued)
e eBloc When the culture as a whole shares an understanding of what constitutes good practicehaving seen it in action, having analyzed and discussed it, and having begun to absorb the combinations of craft knowledge and theoretical knowledge that support itthen, and only then, can the members of the culture be held accountable for their part in the process.
e eBloc The following are excerpts from: Schnorr, R.F., & Davern, L. (2005, March). Creating Exemplary Literacy Classrooms Through the Power of Teaming. The Reading Teacher, 58(6), 494–506. doi: 10.1598/RT.58.6.1
e eBloc The first step in collaborative planning is an exploration of recommended literacy practices and priorities for all learners, including beliefs and practices for those who may be referred to as struggling readers. (Continued)
e eBloc The new definition of learning can serve as the framework for restructuring a curriculum. By using a new school-based definition of learning, drawn from the research-based definition of learning,... all members of a school community and its broader community can develop a common language for curricula reform. (Continued)
e eBloc Sharing this language will help build a community of individuals who have a common framework for curricular reform. They will have a basis for rethinking, as a community, the content and intent of the curriculum.
e eBloc Use of Videos to Enhance Presentations I vary the presentations by including movie clips to stress a point. The following video is used to illustrate the shared experience
e eBloc Comments from Staff I think eBloc is different than many other professional development courses in that you are able to watch your peers in action. I am a person who learns best by watching others. I can only put together so much of the strategies in my head from reading about them, but when I see someone doing what I want to do it all comes together-full circle. JR
e eBloc Almost every teacher has taken at least one class or attended one workshop, felt excited about the content, and after the short honeymoon period put the materials on a shelf in the classroom to be forgotten. eBloc cannot meet that same fate due to the fact it's an on-going program which allows a teaching staff to observe and network repeatedly about things we're already doing in the classroom. Cont.
e eBloc I truly believe my teaching has improved in the areas of reading and writing because eBloc has brought focus to what each of us does well as teachers of balanced literacy. eBloc has brought our staff closer as we have seen first hand the strengths of our teaching partners. CS
e eBloc Comments from Staff Having just passed my National Board Certification, I am very focused on my own teaching and the learning going on in my classroom. However, eBloc has allowed me to look at my colleagues' classrooms and watch the good things they are doing in there, too. I love seeing new teaching styles, ways of presenting material, and teacher-student interaction. It has helped me to continue to improve every day. I like being able to focus on specific Literacy strategies - it helps keep everyone on tract! CG
e eBloc Comments from Staff eBloc has provided me with alot of great information about Read Alouds, Shared Reading, Guided Reading, and Independent Reading. I also LOVE the opportunity to observe my colleagues teaching these components of Balanced Literacy. SC
e eBloc eBloc has given me the opportunity to revisit and reflect upon the 'best practices' of TESA, guided reading and writing, shared reading and writing, and independent reading and writing. Visiting other teachers and watching them shine in their own classrooms was an uplifting experience and gave me many ideas to incorporate into my own teaching. This type of caluminating activity made me look at reading and writing across the content area objectively and redirect areas that needed improving, yet boost my self-confidence in areas where I was already doing a darn good job! KS
e eBloc Literacy is at it very best when teachers and para- educators intimately understand how the process of reading and writing unfolds for students at each grade level. The eBloc model has provided our school with the unique opportunity to build a strong common foundation that allows us to provide exemplary reading and writing instruction and support for all Sunset children. Not only do we understand, but we are able to provide instruction that embraces this model for each student, no matter where he/she is along the learning continuum. Cont.
e eBloc Each literacy phase of eBloc has allowed our Sunset team to first spend an evening working together to examine the newest educational research and pedagogy. The real strength of eBloc follows when small instructional teams watch the literacy phase in action by observing in each other's classrooms. This brings our "talk the talk and walk the walk" full circle. Raising teaching and learning to a heightened level of consciousness is the biggest gift eBloc has given our school and in turn, each Sunset student has definitely been a winner. Cont.
e eBloc Your revision change from observing students to the teacher's interaction with students, as well as giving us extra recording space, has improved an already great model! Thanks for listening.GT
e eBloc CONTACT INFORMATION John Cowger 1208 Sunshine Ave. Cody, WY 82414 Home 307.527.7370 Cell 307.272.3836 firstname.lastname@example.org
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