There appears to be a significant rise in coaching in schools at the moment that provides hope for a more coherent approach to teacher improvement. The whole topic of Performance Development is schools is a contentious topic. Clearly, performance related pay and other ideas are being mooted with justified scepticism from teachers. Of course, the lines between coaching and Performance Development can, and will, be blurred and obscured, but if we can develop a system of coaching free of the inhibiting spectres of annual targets, or even OFSTED, then there is hope for a developmental system of teacher improvement that might well make a difference to teachers and therefore to the ultimate success of students.
Over the last year I’ve sourced evidence through Dylan Wiliam and beyond about the plateau in development experienced by teachers (indeed most professionals) after a couple of years. In American research, by Rivkin, Hanushek and Kain (2005), it has stated that after three years there is little improvement in teacher quality. It would stand to reason that teachers reach a level of competency when they can then effectively switch on the autopilot and teach very well…or not of course. This plateau in performance also correlates with a lessening of direct coaching. On a PGCE course, in the NQT year, and sometimes in the third year, teachers are regularly engaging in coaching conversations – many intentionally, or some as a by-product of early performance development. After that the ‘continuous‘ aspect of ‘Continuing Professional/Performance Development’ too often gets lost. Coaching is the potential antidote. It can provide the vehicle for ‘deliberate practice’. ‘Deliberate practice’ isn’t a process of vague trial and error – it is a process of specific chunking of teaching skills, repeated practice, with regular and precise feedback. It is this crucial mode of feedback which requires continued coaching. There are many models and methods of coaching which I will likely explore in further posts, but I wanted to share what i thought was some useful reading on the topic. There are many books in the field, both specific and some not specific to the profession. I have selected what I have found most useful in my attempt to be a better Subject Leader and coach:
1. ‘Practice Perfect: 42 Rules for Getting Better at Getting Better’, by Lemov, Woolway and Yezzi.
This is my favourite coaching book as it is packed with a host of practical approaches to coaching in the school context and methods to improve the all-important ‘deliberate practice’ so key to becoming a better teacher (see my post on ‘deliberate practice’ here). It gives lots of specific examples with everything from the right phrasing to encouraging a coaching mindset, to detailed accounts of where to practice and how.
2. ‘Mindset: How You Can Fulfil Your Potential‘ by Carole Dweck.
In many ways this book has become seminal in the field and education and beyond to articulate the psychology of success. The dichotomy of the positive ‘growth mindset’ and the more limiting ‘fixed mindset’ underpins the language and practical process of coaching. It isn’t the most practical of coaching books, as it focuses on illuminating the concept with examples, but it does provide some crucial advice about using language effectively in coaching. Also, it provides a clear narrative that any coach can communicate with ease to make the process more effective and, hopefully, more likely to succeed.
3. ‘Talent is Overrated: What Separates World-Class Performers from Everybody Else‘ by Geoff Golvin.
There are many excellent books now on the market that focus on the development of expertise and even genius. From Daniel Coyle to Matthew Syed, there are books well worth your time, but if I had to choose one book about performance and practice, which combines the theory of Dweck with the practical focus of Lemov, it would be Golvin’s book. He presents a compelling argument for ‘deliberate practice’ with lots of specific approaches, from becoming better at golf to being great in business, he priorities the importance of feedback, central to effective coaching, and outlines the grit and perseverance in evidence when analysing expert performers.
4. ‘Switch: How to Change Things when Change is Hard‘, by Dan and Chip Heath.
This book is not about coaching or teaching in any specific way. It is, however, essential reading for any professional looking to help make changes in an organisation and with individuals. It is so good I couldn’t help but write a blog post all about it here. The book brilliantly articulates how you can change habits, even the most hardened, which is essential knowledge for a coach. It also clarified the emotional factors underpinning performance and how you can positively help an individual makes changes to their practice. It presents an intriguing range of case studies that will get any would be teacher, coach or school leader reflecting deeply.
5. ‘Visible Learning for Teacher: Maximising Impact on Learning’ by John Hattie.
You would be forgiven for asking why I haven’t chosen more books specifically about coaching itself. I think there are some laudable subject specific books, but I would argue it is paramount that any teacher coach needs to be themselves great learners, readers and researchers on education in order to coach colleagues towards improving practice. What is key is that coaches in schools have a broad knowledge of pedagogy and that any coaching actually focuses in upon teaching and learning that has the greatest impact. School leaders and coaches are duty bound to synthesise the best research in the field, followed by research that approaches such research with practical applications. Books like Zoe Elder’s brilliant ‘Full On Learning‘ or Jim Smith’s ‘The Lazy Teacher’s Handbook’ are essential in developing an expert range of pedagogy. Hattie’s research is so fundamental in that it slays some sacred cows and actually guides teachers towards pedagogy that is proven to work, with the evidence that underpins the practice. Of course, context is crucial, so even huge meta-analyses of evidence needs to be equated with individual school contexts, but the book is a must read for a well informed coach.
I have had the difficult task of narrowing the number of books to only five, but I expect Jackie Breere’s prospective ‘The Perfect Coach‘ will be another gem that synthesises many practical approaches to coaching in schools if the rest of the ‘Perfect’ series in anything to go on. If you have any great suggestions for other books specifically on coaching in schools, or other books related to coaching then please do comment. If we are to be a good coach, we must pursue knowledge and good practice deliberately and reading and researching is a great start.
People who have read my #marginalgains blog posts will know I am going over old ground here – intentionally so – as I am looking to dig deeper towards the key marginal gains that have the biggest impact on learning. For me, formative oral feedback and questioning are the two key ‘hinge point marginal gains’ that make for great teaching and learning. My previous #marginalgains blog identified new teaching strategies for these tow key area ad pedagogy, but here I wanted to use this blog to reflect on what I view as the most high impact formative oral feedback strategies that I have been using in my everyday practice. I want to use my list as a reminder, each time I plan lessons, of the key strategies to use – as it is too easy to forget and slip into autopilot planning, forgetting even our most effective of strategies.
In the latest OFSTED guidance, they have clearly stated that lesson planning should not be inflexible, that teachers should react to the progress, or the lack thereof, of their students. This is heartening recognition of what we have known all along – and that is that teaching and learning are contingent activities. Learning is often problematic, changeable, non-linear, beset by a host of unique factors that cannot be exactly replicated (but with experience we can determine common patterns). We must therefore be constantly tracking the evidence of learning with as much precision and skill as we can. That is why effective teaching hinges absolutely on oral formative feedback and questioning on a lesson by lesson basis. It appears to me that the greatest benefit of experience that I observe in excellent teachers is the recognition of how and when to elicit feedback, with the nuanced understanding of what questions to ask, how and when. I have drawn upon this wealth of experience for my top ten – indeed it is my inept stumbling near the shoulders of giants that is responsible for the whole lot!
In nearly all of these examples the feedback includes all three parties possible in the class: the learner, peers and the teacher. I dispute the idea of peer feedback as an undertaking exclusive of the teacher – we are always there steering the feedback, establishing ground rules and success criteria, modifying and adjusting the feedback of peers – that is why we are the paid experts! Therefore I do not differentiate between ‘teacher led’ or ‘peer’ feedback in my list.
My Oral feedback Top Ten
‘Making the Learning Visible’ – Oral Feedback on Worked Examples:
This heading captures a variety of methods and tools to essentially do the same thing – showing student work in the midst of the process. Whether it be through an iPad and Apple TV; a Visualiser; a video camera or still camera, or more simply pinning ongoing work up onto the wall or a display; making the work ‘visual’ is a powerful tool for assessment for learning. For one, it raises levels of pride, giving students a keener sense of purpose, and it often instills a healthy competitive edge to the learning. It is also evident that most successful students have an innate sense of what ‘good work’ looks like, but many students simply don’t have this degree of self-efficacy. Making visible exemplar work, and breaking down its component parts, is a simple and powerful way to modify the learning of each student – helping to enhance what Ron Berger described as the crucial assessment going on “inside students”. Having used an iPad this year, I have repeatedly photographed student work, put it into the ExplainEverything app and immediately annotated through the projector, whilst giving formative feedback. Students are more then willing to get involved (a handy benefit is that good work can be saved and shared through the iPad), given clear modelling and parameters for effective feedback. Student feedback regarding this approach is highly positive.
Ostensibly, the strategy is a writing task – but it is the ongoing oral feedback at the heart of this strategy that is essential in establishing where the learners are and where they are going with their learning. This is one of those activities that teachers often shy away from, perhaps through a sense of fear of making a mistake in their writing, or not having absolute control of behaviour whilst undertaking the writing (a neat trick is to select a student to scribe the guided writing to allow you to freely roam the room; or going one step further and having an object passed around, like a conch(!), for which students need to hold to contribute). Working effectively, it can harmonise a symphony of understanding. Given any topic the teacher can begin with a prompt to the writing to oil the wheels, before students are asked to contribute subsequent ideas and sentences. As an English teacher, I love getting embroiled in debate about the semantic meaning of one individual word choice over another! Once more, it has the attendant benefit of modelling excellence in a very collaborative and fulfilling fashion.
Peer Response Partners (or ‘think-pair-share’):
This style of peer feedback is well trodden and nothing new, but it is worth reflecting that it is the aggregation of understanding provided by learning in groups which provides the positive impact inherent in collaborative learning. Some people complain about the aggregation of misunderstanding that can occur in group work; however, that ‘failure’ isn’t necessarily negative at all, for it gives the teacher the chance to modify the misapprehensions in whole class feedback, indeed, it opens up new avenues of learning – coming back to the contingent nature of learning! The ‘think-pair-share’ approach has been elaborated upon better than I could possibly explain – so here is a useful blog on the activity and its importance from @headguruteacher:
I would add that it is crucial that success criteria is shared with students and that they have a rigorous structure for feedback – whether it be a ‘Two Stars and a Wish’ approach, or something similar. Ideally, it follows from some quality modelling, as exemplified in points 1 and 2 of my list.
Once more, it is Ron Berger I have to thank for this. Put simply, it is a systematic approach to peer feedback that is structured, clearly and positively, depersonalising the feedback, whilst honing in upon the steps required to improve towards excellence. A fuller explanation can be found here by the venerable @DKMead: http://pedagogicalpurposes.blogspot.co.uk/2012/09/by-josie-and-emily.html
and here, by the man himself:
One-to-one Teacher Feedback:
This is as old school as ancient Athens I know! Yet, in the hurly burly of thirty GCSE students rumbling along in unison, the prospect of one-to-one feedback appears slim to non-existent far too often. Yet, we all know the power of the swiftest of one-to-one oral interventions. Too often our elegant written commentaries are ignored or simply misunderstood. We need to talk it through. With our KS3 groupings in our English and Media Faculty we have allocated one-to-one weeks for each class each term. We are going to ensure students work with peers collaboratively ‘marking’ prep books for SPaG in their preparatory writing, before undertaking independent reading and writing challenges. Every student will spend five minutes with their teacher reflecting upon their progress, targets and their finished, or ongoing, work. At GCSE, you may find that mock feedback would be doubly useful given an oral one-to-one to supplement a written commentary. How about setting up a small group task where students devise their own exam questions and answers – a higher order thinking task that requires some scaffolding support, but which is a tried and tested success – whilst undertaking that crucial one-to-one feedback.
A lively debate can ensue from this kinaesthetic strategy. Select topic sentences that convey a clear opinion and then use both sides of the room as an opinion continuum, from ‘Strongly Agree’ to ‘Strongly Disagree’. This is an ideal task at the beginning of a topic, to determine their understanding, or at the end – perhaps it is a good way to book end learning to identify changing opinions after a topic has been studied. Students must orally feedback their opinions, justifying their ideas with evidence, building upon or challenging feedback from other students. The feedback can be made visible by a student scribing the continuum on the board in note form (photograph it and save it for later, or use it for ideas for a subsequent written activity).
The Secret Teacher – ‘The Power of the Post It’:
I must commend Zoe Elder aka @fullonlearning for ideas related to the humble post-it note, found in her luminous book ‘Full On Learning’. I have embedded these techniques with real success and with real ease – even though their aim is moving slightly away from oral feedback as such. Firstly, the ‘secret teacher’ aspect comes in when you have students work independently, for example, on a piece of writing (for me it was students working on Recreative writing in preparation for a controlled assessment). Students were asked to note any questions on a post it and place it on the ‘questions wall’, as they worked away. This small step was helpful in eliminating those helpless and distracting questions, like ‘How do I spell such and such…’, when a dictionary is in a box in front of them! The freedom from answering these questions meant my teaching assistant and I could go around quickly giving feedback with limited interference, whilst casting surreptitious glances upon the work students were doing. Rather than interrupt the flow of the whole group by stopping to talk with individuals (students, like adults, are inherently nosy!), we simply made a note on a post it and placed it on the desk of the student – from a simple ‘Proof read your punctuation’ to ‘Should you develop your scene direction further?’ These little nudges actually moved away from the notion of oral feedback explicitly, but the nudge and modify approach is exactly in tune with the notion of oral formative feedback. In reality, you cannot simply use the post it notes without some verbal feedback at times, but that feedback becomes very precise and concise. The hum of learning when this strategy goes well really is a pleasure to behold.
This simply strategy relates to the method of questioning to elicit oral feedback. The ‘Teacher-student-student…’ approach explicitly rejects the ‘tennis style’ teacher led questioning, to instead encourage students to feedback upon the ideas of one another – bouncing ideas around the room like a basketball team (without the heavy ball obviously!). It is a timely reminder to ensure students still own their learning, building upon the ideas of one another.
Closely related to the previous point is the very simple model for students to respond to one another – A = Agree with… B = Build upon… C = Challenge. When students know this structure it is a finely tuned short-hand for effective collaborative learning that enriches the quality of feedback. The teacher is the ultimate guide, but students can develop their thinking more independently. This style does work better with a meaty topic where students are grappling with an argument, or questions, that requires higher order thinking. It also helps if students are given notice that they will respond, as it ensures they listen ever more keenly.
‘Learning Spies’ Feedback:
Taken from the eponymous @LearningSpy himself, David Didau, this strategy works great for group work where you want students to remain on task purposefully throughout the lesson. It is a great way to celebrate and feedback upon positive learning, making explicit what good learning looks like, sounds like and feels like. I used this strategy a lot in the last couple of years with eager Year 7s, who were energised by the opportunity to seize some teacherly control! By making explicit before the task what behaviours you expect of good group work, the two ‘spies’ (I found a gender and ability mix for the pairing worked well), would note each group at work; making notes about skilful contributions, good leadership, levels of engagement and active listening. At the end of the lesson, they would feedback with real skill about the learning habits displayed by the group, identifying the best insights and behaviours on show. Try it with one of your most ‘challenging’ students – we all know the type – it really gets them reflecting and can be very powerful way to get your group learning about how to learn. Admittedly, it isn’t something I would use daily, but with complex group work of some extended length, it is a great strategy. The excellent @davidfawcett27 has produced his own spin on the idea:
I particularly like the recording of evidence idea from the blog – with the iPad learning spies could photograph or film exemplary learning – an incredibly powerful strategy that gets students really focused reflecting upon their learning.
Today I got to properly embed the concept of #marginalgains into my practice as an effective self-assessment tool. After the fantastic spectacle of the London Olympics I was determined to utilise the powerful narrative of effort and commitment with my students. I began using Olympic anecdotes almost straight away to try to foster a growth mindset with my new students. Beyond my ringing repetition of ‘effort’ being key to success, I felt that the Olympics was simply a passing idea that would gradually fade. After watching ‘Team Sky – Road To Glory’, about the brilliantly successful SKY cycling team, led by their great leader, David Brailsford, I had a Twitter conversation with @fullonlearning and @macn_1, which inspired us all to take the idea further. Suddenly, the narrative of cycling golds and Brailsford’s successful approach to being meticulous about every piece of the puzzle to achieve ‘marginal gains’ became something that could become useful to learning in class. Today I got to apply it beyond simply using the language of #marginalgains, where it became an effective tool for self-assessment.
Twitter once more triggered the next stage of my thinking. I saw last week some great wheel resources, created and used by @liplash_mason, that were applied with real skill as a self-assessment tool: http://bit.ly/yEdi9v
I wanted to use the wheels for my Y12 English Language group, as there are so many margins to improve, with the many linguistic terms and nuanced skills, that it seemed the ideal way to trail the concept. I then thought that I had used the concept of #marginalgains with my Y10 English group in anecdotal form, so it would prove useful to continue using that language as a way for them to reflect upon the skills and knowledge they had gained during the work towards their ‘Moving Image’ English Language GCSE writing assessment. I therefore prepared the followed PowerPoint resource to explicitly introduce the concept – linked to the process of writing (again – the great wheels from @liplah_mason):
Interestingly, the students considered the image ordering task on the PPT with even clearer thinking than I had! They considered having the coach first, then the ‘bum pads’, then the cyclist (Chris Hoy) – as that sequence followed the plan orchestrated by the coach. It was one of those nice moments when the learning takes an unexpected turn.
Students were then asked to note their writing #marginalgains on their photocopied wheel. They were asked to review their class work and their writing from the last three weeks – noting their targets from my marking of their work, to noting the skills we had honed and their knowledge of writing techniques required for the specific task:
Example 3: Colour coded
The students were well focused and really enjoyed completing the wheels, which was a simple but powerful method for them to both review their progress and self- assess their skills and knowledge. They were then asked to colour code their wheel to make relational links between the skills, techniques and their targets. We showed examples of these wheels through Apple TV, using my iPad, and through the ExplainEverything application. The ExplainEverything app allowed me to visually ‘cycle’ their wheels around on the whiteboard to review their targets and give individuals feedback.
The next step, now they have reflected upon their skills and their progress so far with their wheels, is to transfer that knowledge to their GCSE planning sheets later in the week. I think the wheels were highly successful, as they provided a simple but creative method of getting students to reflect and actively self-assess their progress. I want to refine this process further. I will still look to transfer the concept to my AS Language class, creating a #marginalgains display, to give a language to their learning. But, after today’s lesson, I am very positive about the impact of the #marginalgains concept and I’m looking forward to take it further across a span of my classes. Give it a try – it works!
After watching ‘Road to Glory’, about the inexorable progress of the Sky Pro Cycling team, it foregrounded the mantra of “The Aggregation of Marginal Gains” that is at the core of David Brailsford’s philosophy. In essence, it is the drive to perfect every controllable detail in the process of performance – the ‘marginal gains’ – with the result being a cumulative significant gain. Watching Bradley Wiggins in the Tour de France, as well as the Great Britain cycling team in the 2012 Olympics was nothing short of inspirational – like most teachers it was considering how to harness the idea to make it useful in my teaching.
The other evening, after – ‘Road To Glory’ – I had a fruitful Twitter conversation with @fullonlearning (author of the brilliant ‘Full On Learning’) and a fellow teacher @macn_1. We discussed ideas related to the ‘marginal gains’ concept; how it related to learning and how it may be useful for grouping students etc. One idea I was struck by from @fullonlearning was how it could be used to promote “learner effectiveness”. Throughout the summer I have been thinking about how ‘learning’ should actually given as much focus, if not more, than ‘teaching’ – a subtle semantic shift. The ‘marginal gains’ model therefore become not simply another teacher motivational mantra (which, sadly, too often become verbal wallpaper for students), but how it could become a model for nuanced and revealing self-assessment and potent reflective learning.
My idea is to share the concept with my group (I am trailing it with an English Language AS group – because the skills and knowledge of the terms are so naturally small and incremental to fit the model of ‘marginal gains’), and then I want them to record the ‘marginal gains’ on a regular basis. I actually want to use it as a lesson by lesson plenary. Students could design a wheel based diagram (I am thinking one wheel for skills, another for specific knowledge, like English Language terms), or something simpler, that records those small, but important, learning steps. Hopefully it would promote a higher value on their efforts too – with the skills being honed in homework or group work, for example, being given consideration and reflection. We can too easily dismiss metacognition in the hurly burly of our everyday teaching, but we must give time over to reflection of what they have learned, so they understand deeply what they know and the skills they have developed. At the end of the taught components of the course it could be a great time to reflect on their learning by creating an ‘Aggregation of Marginal Gains’ display – sharing our progress – perhaps we mock up some cycling images of us all! This idea could work with any class in any subject area really.
The ideas are still in an embryonic stage, and I’m sure they’ll be subject to revision, but I think the reflective progress, the simple concept, and the inspirational narrative of the cycling method of Brailsford and his team could prove very useful. Plus, I need to get the ‘pre-race bum warmer’ example into my teaching to inspire motivation! I can see how the model can translate easily across subject areas, from PE (obvious links there!) to Maths or Science. I don’t think you need to be a cycling expert, or even a lover of cycling, to appreciate the simple power of the ‘marginal gains’ method. Plus, who doesn’t appreciate having a better understanding about how to become successful?
I have related ideas of how the cycling ‘peloton’ can be applied to a model for group learning – again, devised in collaboration withthe perceptive insights of @fullonlearning and @macn_1. I’m interested in how the cooperation and collaboration can work hand in hand with competition in the cycling peloton; how the roles of ‘team leader’, ‘sprinter’ and ‘domestique’ etc. could be related to group roles in PBL or extended group tasks. The cogs are whirring and I will blog more on this.
Hopefully my AS Language students will be sitting pretty like this come next August:
My last post focused on becoming a better teacher and how we can undertake our own professional development by dipping into the wealth of great books at hand for teachers. I wanted to create a simple list of what I view in my humble opinion as the best books for teachers out there in the market. I thought of two key factors – ‘philosophy’ and ‘practicality’. By ‘philosophy’ I mean those books that get us thinking deeply about our role and our pedagogy – books that reinvigorate our passions and spark new thinking. ‘Practicality’ is self-explanatory but essential for the best educational books for teachers. If a book gets you scribbling notes furiously or splashing each page with post-it notes then its usefulness is clear. The selection is in order numerically, but that doesn’t indicate any order of priority of quality:
1. Visible Learning for Teachers: John Hattie
John Hattie has developed a global wealth of research in order to provide evidence for what works in education. The findings are fascinating and thought-provoking: strategies like homework are exposed, whereas strategies like formative feedback are heralded. The motto of the book is ‘know thy impact’ and it explains there is no ‘silver bullet’ answer, but that we must approach our teaching with passion and ‘deliberate practice’, focusing in upon the evidence of what works for our students. Don’t be put off by the statistical analysis or the science of a ‘meta-analysis’ – even this English teacher got a hang of the numbers! ‘Visible Learning’ – the original Hattie text, for which he has based this sequel – was rather grandly labelled “the Bible” in one review, but it really is a seminal work. A must read!
Give this a look: http://www.youtube.com/watch?v=sng4p3Vsu7Y
2. Embedded Formative Assessment: Dylan William
Dylan William is the undoubted king of AFL. The opening chapters present a precise and near perfect explanation of why teacher pedagogy is absolutely crucial. This is followed by chapters simply bursting with practical strategies for formative assessment, with well chosen research and examples. It ties in neatly with the evidence provided by Hattie, in Williams’ own eminently readable style. Put simply, it does what it says on the tin!
Give this a look: http://www.youtube.com/watch?v=wKLo15A80lI
3. The ‘Perfect’ series – ‘The Perfect OFSTED Lesson’ by Jackie Breere and ‘The Perfect English OFSTED Lesson’ by David Didau
These two books come from the same excellent series and they both provide a great range of practical strategies to attain the much vaunted ‘outstanding’ in OFSTED observations. Both texts don’t obsess about OFSTED, rather they are focused about sharing great pedagogy. Clearly there are common parallels between the two books, but they each provide different ideas and approaches, with the English specific book (Didau) exploring SOLO, for example, in a clear and driven way. Don’t be put off by the ‘English’ focus either – Didau’s book presents strategies that are easily applicable across the curriculum and would potentially provide some new angles of pedagogy that prove fruitful for different subject areas.
4. Full On Learning: Zoe Elder
This simply brilliant book is comprehensive and packed full of the philosophy of ‘why’ and the practicalities of ‘how’ for teachers. It presents a great range of research and a thoughtful exploration of pedagogy with lots of practical ideas and tips for further research and classroom applications. The book also happens to be aesthetically quite beautiful, which is an appropriate match to the artful thought processes of the book itself. This really is required reading for teachers at every stage of their career.
5. What’s the Point of School?: Guy Claxton
This book is very much a philosophical exploration of education, packed with interesting research and questions to stimulate every teacher. It should be required reading for every PGCE student or NQT, but it is appropriate for even the most seasoned of veterans too! It stands up well to a re-read to refresh our sense of purpose and direction. It also does what good educational books should do – it reminds us of the crucial value of our vocation and the transformative positive effect we can have in our complex and rapidly changing world.
Give this a look: http://www.youtube.com/watch?v=BqRu74M_1Gw&feature=relmfu
Note – Any such list clearly has to make difficult omissions (it is very much an imperfect science!) – please comment if you have any other recommendations.