Coaching Your Classroom How to Deliver Actionable Feedback to Students 1st Edition by Garnet Hillman, Mandy Stalets ISBN 9781947604346 1947604341

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Product details:

ISBN 10: 1947604341
ISBN 13: 9781947604346
Author: Garnet Hillman, Mandy Stalets

Coaching Your Classroom How to Deliver Actionable Feedback to Students 1st Edition Table of contents:

Chapter 1: Adopt a Language of Learning

Why Does It Matter?

Moving Language From Negative to Positive

Aligning All Facets of Communication

Maintaining a Growth Mindset

Taking a Risk

How Does It Work?

Transitioning From Teacher to Coach

Auditing What Exists

Emphasizing Learning Before Tasks

Guiding Students to Productive Language

Incorporating Positive Tone

Expecting Missteps and Initial Failure

Maintaining Consistency

What Does It Look Like?

Katharine Hertz, Grades 9–12 Language Arts Teacher and Instructional Coach

Adam Dyche, Grades 9–12 Social Studies Department Head

Reflection Questions

Chapter 2: Coach Every Student

Why Does It Matter?

Taking a Step Back

Fostering Student Motivation

Knowing That Relationships Matter

How Does It Work?

Shifting From Whole Group to Small Group and Individuals

Allowing Classroom Practice Time

Providing Clear Learning Targets

Tailoring Feedback to Student Proficiency Levels

Looking for Error Patterns

What Does It Look Like?

Jessica York, Grade 1 Teacher

Jason Ozbolt, Dean of Students and Grades 9–12 Social Studies Teacher

Dana Spies, Grades 6–8 Physical Education Teacher

Reflection Questions

Chapter 3: Craft High-Quality Feedback

Why Does It Matter?

Finding the Right Balance

Making Feedback Student Friendly

Managing Time

Distinguishing Between Praise and Feedback

How Does It Work?

Including Feedback’s Essential Components

Ensuring Timely Feedback

Distinguishing Among Three Categories of Feedback

Focusing on Errors, Not Mistakes

Utilizing Skill-Specific and Task-Specific Feedback

Delivering Feedback Through Different Avenues

Ensuring a Call to Action

Mirroring Academic and Behavioral Feedback

What Does It Look Like?

Jennifer Wargin, Grades 9–12 Art Teacher and Instructional Coach

Joy Kirr, Grade 7 Language Arts Teacher

Perry Finch, Middle School Principal

Reflection Questions

Chapter 4: Utilize Feedback Methods

Why Does It Matter?

Selecting a Method

Modeling the Process

How Does It Work?

Conferencing With Students

Using Summarize, Explain, Redirect, Resubmit (SE2R)

Using Here’s What. So What? Now What?

Using TAG—You’re It!

Using Comment Codes

Using Single-Point Rubrics

Holding Three-Minute Conferences

Leading With Questions

Taking Next Steps

What Does It Look Like?

Becky Peppler, Grades 6–12 Science Department Chair

Susan Jachymiak, Grade 4 Teacher

Reflection Questions

Chapter 5: Ensure Productive Responses

Why Does It Matter?

Observing Productive Responses Inside and Outside the Classroom

Developing Self-Regulatory Learners

Evaluating Feedback Through Student Response

How Does It Work?

Establishing Trusting Relationships

Requiring a Response

Implementing Portfolio Reflection Forms

Monitoring Growth Through Learning Targets

Using Progress Monitoring Tools

Communicating Results to Parents and Guardians

What Does It Look Like?

Lucinda Miller, Adjunct Professor and Clinical Supervisor

Abby Rader, Elementary Physical Education Teacher

Aric Foster, Grades 9–12 Language Arts Teacher

Reflection Questions

Chapter 6: Employ Self- and Peer Assessment

Why Does It Matter?

Completing the Transformation

Increasing Engagement

Sharing Responsibility

How Does It Work?

Training the Coaches

Creating an Environment That Supports Coaching

Encouraging Self-Assessment

Implementing Peer Assessment

Pairing Carefully

Making It Meaningful

Encouraging Student-to-Teacher Feedback

What Does It Look Like?

Katie Budrow, Grade 6 Science Teacher

Antoinette Senese, Elementary Instructional Resource Specialist

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Tags: Garnet Hillman, Mandy Stalets, Classroom, Deliver Actionable Feedback, Students