Knowing my students and the fact that the working memory in some of them is somewhat limited, I would be tempted to instruct the 3 tasks separately for a few lessons and then expect them to remember them.
When I was listening to you, I actually forgot the first task when you got to the 3rd. Perhaps their teacher’s working memory is suspect!
I’m curious as to whether you would verbally address a situation if students begin before you say go (interrupting your instruction) or would you use ‘the gaze’ or some hand gesture or ???
It's a good point about instructions. We have to make sure we manage cognitive load carefully. Yes, stopping mid instruction if students start before the teacher says go is a good way to indicate that this isn't the expectation. If the student stops immediately and if it is just one or two, the teacher might then continue. If it's lots of students, they might explain that everyone must wait until they say go and then re-start the instructions. They have to practise this routine to get it right.
We think that one of the most important things we can do as coaches is not to make assumptions about the process. So, we try to be really deliberate about moving to a new stage of the conversation. As Sarah says below, supporting the teacher to plan their instructions means that they are more likely to automate them faster and then use them accurately in the moment of teaching. If the teacher just copies the coach's instructions but in fact, would intend to use slightly different ones, we are building an understanding of the importance of giving instructions but not preparing for building the habit of actually doing it. Hope that explains it a bit! It's such a great question and really helpful push.
The coach would then support the teacher to prepare for rehearsal (and then rehearse) by scripting their instructions, checking their instructions meet the success criteria, so that line is indicating that this comes next!
Knowing my students and the fact that the working memory in some of them is somewhat limited, I would be tempted to instruct the 3 tasks separately for a few lessons and then expect them to remember them.
When I was listening to you, I actually forgot the first task when you got to the 3rd. Perhaps their teacher’s working memory is suspect!
I’m curious as to whether you would verbally address a situation if students begin before you say go (interrupting your instruction) or would you use ‘the gaze’ or some hand gesture or ???
Thanks
Des
It's a good point about instructions. We have to make sure we manage cognitive load carefully. Yes, stopping mid instruction if students start before the teacher says go is a good way to indicate that this isn't the expectation. If the student stops immediately and if it is just one or two, the teacher might then continue. If it's lots of students, they might explain that everyone must wait until they say go and then re-start the instructions. They have to practise this routine to get it right.
Great idea ! Thanks for replying
Des
First class Adam! What did you mean by ‘Right, let’s script your version then’ at the end?
We think that one of the most important things we can do as coaches is not to make assumptions about the process. So, we try to be really deliberate about moving to a new stage of the conversation. As Sarah says below, supporting the teacher to plan their instructions means that they are more likely to automate them faster and then use them accurately in the moment of teaching. If the teacher just copies the coach's instructions but in fact, would intend to use slightly different ones, we are building an understanding of the importance of giving instructions but not preparing for building the habit of actually doing it. Hope that explains it a bit! It's such a great question and really helpful push.
Thank you both for your detailed reply and explanation (didn’t want to make any assumptions!)
Des
The coach would then support the teacher to prepare for rehearsal (and then rehearse) by scripting their instructions, checking their instructions meet the success criteria, so that line is indicating that this comes next!