Jigsaw #2 - Expert Group
LTED 667
Caitlin Coll, Jacqueline Dasilva, Rasmir Muslah, Nicole Sexton
All of the articles read dealt with the relationship between the coach and the teachers. Each
article portrayed particular ways the coach can elevate the performance of the teachers
and best benefit the students and the school community. We utilized the information
from the articles to create a sample scenario between a coach and a teacher.
Scenario:
Ms. Ramos is a novice teacher in the first grade at Kennedy School. Upon observation, the reading
Ms. Ramos is a novice teacher in the first grade at Kennedy School. Upon observation, the reading
specialist noticed that the students in the room were struggling to comprehend the text being used; however, the teacher was not implementing different strategies to help the students direct their understanding. After the lesson, the reading specialist requested a meeting with the teacher at the teacher’s convenience to discuss her views on teaching comprehension strategies and to co-plan a lesson together. Before the meeting, the reading specialist brainstormed ideas that the teacher could use to assist the students in developing the skills needed to comprehend texts. In order to best prepare, the reading specialist implemented the idea of an outcome map to get a clear idea of what needed to occur for the students to be successful in the area of comprehension in Ms. Ramos’s class. When it came time to finally meet, the reading specialist was prepared to have an open discussion with the teacher on how to best implement strategies to support comprehension.
Meeting Interview:
RS: Reading Specialist
MR: Ms. Ramos
RS: How would you describe the lesson I observed? What do you think went well, and what do you think did not?
MR: I would say I was able to keep the students focused and on task. However, I struggle with finding differentiated strategies to direct my students’ needs.
RS: What are your views on teaching comprehension?
MR: It’s a hard concept to teach because there’s so many parts to it. There are many different comprehension skills that are needed in order to make meaning of a text.
RS: What would you describe as the strengths and weaknesses of the lesson I observed?
MR: I think the strength in my lesson was having my students engaged in the activity and discussion. However, I feel my weaknesses were with assessing my students background knowledge of the topic beforehand in order to guarantee comprehension.
RS: How would you feel about us co-planning and teaching a lesson together?
MR: That would be great! My students are struggling with comprehension, maybe I need a different approach.
After the meeting, the coach created a list of further ways to help Ms. Ramos in the area of teaching reading comprehension to her students. The list included:
1. The coach suggested different books and article to Ms. Ramos that can be used as a reference in regards to teaching different comprehension strategies to readers.
2. The coach suggested to Ms. Ramos attending a professional development workshop on reading comprehension.
3. Another suggestion made to Ms. Ramos was observing other novice teachers in the building. This will allow for Ms. Ramos to observe and see how other teachers and teaching their students to create meaning of a text.
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