The goal and purpose for the school is for students to learn, develop deeper thinking, and master learning outcomes. This can only be accomplished through good
pedagogy. Therefore, teachers and
instructional coaches should strive to create a learning community in which all
members are engaged in the learning process.
With the advancements in technology there has been a shift in the
classroom as teachers and student roles have changed. For many years, the
lecture has been the instructional strategy used most by teachers. Today, teachers
are no longer effective when using the traditional teacher-centered approach. Instead, effective teachers use a
student-centered approach that incorporates cooperative learning and
collaboration activities along with technology and its tools. Learning does not take place in isolation.
Thus, teachers should encourage student interactions, cooperative learning, and
collaboration as this leads to higher achievement. One of the challenges of today’s classroom
teachers is to create learning experiences which include meaningful use of
technology. Students use technology on a
daily basis and possess basic communication, social media, and information
skills. However, these skills alone do
not ensure or promote higher order thinking and deeper learning skills which will be
of upmost importance for them in the 21st century workplace and global economy.
Computers and technological tools have many effective ways
for enhancing and supporting student learning.
Yet, some still view technology as an addition to the curriculum and they resort to the lower levels of technology use in the classroom. Which in turn results in ineffective
learning experiences and technology use. One cause for this is that some teachers may feel inadequate about or uncomfortable with technology and its
uses, Often times, they plan learning activities such as educational games, drill
and practice, or online assessments as a way to bring the technology into
class. Again this is another ineffective, low level way to present and incorporate technology in the
classroom setting.
As with other areas of concerns in the classroom, teachers can turn to their instructional coaches for support. The knowledge and skills of an instructional coach may help teachers in the implementation of technology and improve content instruction by using best practices. To achieve deeper learning outcomes with technology, teachers and instructional coaches must create a learning community. In this learning community through collaboration, co-planning, modeling, co-teaching, feedback, and reflection, the teacher and the instructional coach build a relationship of trust. This trusting relationship is based on the commitment of learning to do something better for the students while working together to in planning effective learning experiences. The following short video gives a short overview the coaching cycle and what an instructional coach can do to support professional development and teacher learning.
As with other areas of concerns in the classroom, teachers can turn to their instructional coaches for support. The knowledge and skills of an instructional coach may help teachers in the implementation of technology and improve content instruction by using best practices. To achieve deeper learning outcomes with technology, teachers and instructional coaches must create a learning community. In this learning community through collaboration, co-planning, modeling, co-teaching, feedback, and reflection, the teacher and the instructional coach build a relationship of trust. This trusting relationship is based on the commitment of learning to do something better for the students while working together to in planning effective learning experiences. The following short video gives a short overview the coaching cycle and what an instructional coach can do to support professional development and teacher learning.
The first step in creating learning projects that embrace technology
is to determine a teacher’s need for her classroom. This will require a
needs assessment which should be completed by the teacher. The needs assessment helps the teacher
to think critically about the use of technology, resources available, and support
that she will need to effectively facilitate the use of technology in her
classroom. Once a needs assessment is
completed, the teacher and instructional coach will need to debrief and
discuss the types of resources available as well as how the resources can enhance instruction
and the ways in which the teacher can use the resources to facilitate
instruction. After the debrief session,
the instructional coach will model the effective use of technology and provide
opportunities for the teacher to explore the effective use of technology in the
classroom environment (Trach, 2014, p. 13).
Then the teacher and instructional coach will look at the modeling
experience and design a technology activity for the teacher to model and coach
to observe. The teacher and the
instructional coach will then reflect on the teacher's lesson to evaluate its effectiveness,
how well the technology supported the goals, and what adjustments need to be
made for future technology rich activities.
Through the coaching continuum of collaborative planning, modeling of lessons,
teacher-directed post-conference, observing the lesson, collaborative data, and
continued support, teachers can meet the goals they have set for themselves and
their students (Marzano & Simms, p. 207).
The teacher is often called the single most important factor in student achievement. Therefore, opportunities for teachers to grow and learn through effective professional development should be on-going, meaningful, focused on scientifically researched-based approaches. Thus, the instructional coach provides the teacher with embedded, on going professional development. Effective instructional practices and successful pedagogy always remains the same. However, in today’s technology rich culture, it is more important than ever that student is engaged in learning experiences that are supported through technology and its tools.
The teacher is often called the single most important factor in student achievement. Therefore, opportunities for teachers to grow and learn through effective professional development should be on-going, meaningful, focused on scientifically researched-based approaches. Thus, the instructional coach provides the teacher with embedded, on going professional development. Effective instructional practices and successful pedagogy always remains the same. However, in today’s technology rich culture, it is more important than ever that student is engaged in learning experiences that are supported through technology and its tools.
Marzano, R., & Simms, J. (2013). Coaching in the classroom: The classroom strategies series. Indiana: Marzano Research.
Trach, S. (2014). Inspired instructional coaching. Principal, 13-16. Retrieved from www.naesp.org
Image Retrieved from
https://s-media-cache-ak0.pinimg.com/236x/d8/fc/38/d8fc38f616a1f0ce316885aa81077b41.jpg
YouTube Video Retrieved from https://youtu.be/k-1LDr3imWg
Trach, S. (2014). Inspired instructional coaching. Principal, 13-16. Retrieved from www.naesp.org
Image Retrieved from
https://s-media-cache-ak0.pinimg.com/236x/d8/fc/38/d8fc38f616a1f0ce316885aa81077b41.jpg
YouTube Video Retrieved from https://youtu.be/k-1LDr3imWg
