What to Watch for in a Modeled Lesson

     

     When I first became a literacy coach, I modeled lesson after lesson for my new teachers.  My hope was that they would emulate the effective teaching practices I was modeling.  For example, during a modeled  lesson using the gradual release model, I stated that the teacher's was to focus on the gradual release model and watch for when I went through each of the components:  I do.  We do.  They do.  You do.   I used a powerpoint that stated each of the components on the slides as we worked through the lesson.  The kids were engaged in collaborative discussions and the students responded with an extended response question in their interactive journals.  I even stated exactly what part of the gradual release model we were working in, to help the teacher identify each of the components.  When we debriefed later that day, the teacher said, "I learned so much!  Thank you."  I then asked, "What was your biggest take-away?"  She said, "I never knew Benjamin Franklin could speak five languages."  ::wat-waaaaa::

It's sad to say, but this happens more times than not.  How many times have you experienced teachers who watched a lesson you modeled for the “content-value” of it, and not as a tool to guide their own instruction.  We discuss what their area of focus should be, but the comments are always about how interesting the story is, or what they learned from the text.  

       The goal of a modeled lesson is to provide best practices by way of a real-life example. 

To assist my teachers in dissecting the lesson for effective teaching strategies, I came up with, “What to Watch for in a Modeled Lesson.”  This resource provides a way for your teachers to become engaged with the modeled lesson.  It transforms the teacher from observer to learner.  It also provides the literacy coach with a debriefing tool to guide future discussions and modeling sessions.  

This resource includes separate protocols for observing each of the following components of the reading block: 

• Ø The entire reading block
• Ø Opening routine
• Ø Whole group instruction
• Ø Gradual Release
• Ø Differentiated Instruction (Instructional Format)
• Ø Differentiated Instruction (Management)
• Ø Higher Order Questioning
• Ø Rigorous Instruction

Here's how it works.  After discussing what area the teacher would like to make improvements on, or after observing and identifying an area in need of improving, the coach would schedule a modeling session.  

Then, the literacy coach would discuss the protocol and how to use it with the teacher.  The teacher will complete the protocol while the coach models the lesson.  Then, they would debrief using the protocol.  Since I started using them, I have seen a huge change in the comments from the teachers.  I have also noticed them incorporating the strategies we focused on.  An added bonus  is that teachers now use them with model teachers!  It's like teaching the kids to use a rubric before they write.  

Check it out in my TPT store:  What to Watch for in a Modeled Lesson