Multi-Sensory Lesson Plan - "Modeling Brain-Based Strategies" for New Teachers

Multisensory Lesson Plan

by: Linda De Ivernois

Title of Lesson: Modeling Brain-based Strategies

Grade Level: K-12 Teachers

Objective(s): To better prepare educators to help their students by engaging diverse learners, offering effective feedback and creating a rich learning environment that attends to students’ social and emotional needs along with their developing brains.

Time: 2-hour session

KTAV	Activity Description
Kinesthetic	Modeling is one of the best strategies to use with teachers AND with learners. In order to “set the stage” for this professional development session and to build camaraderie, the facilitator has all participants stand in a circle. He/she holds up a beach ball, explaining that there are as many strategies/opinions as there are colors on that beach ball. As the facilitator tosses the ball to a participant, he/she must share a “warm-up” strategy that he/she has enjoyed in a class he/she has taken or one that has proven to be successful for him/her as an instructor. That person then tosses the ball to another participant and so on. No participant may repeat a “warm-up” strategy already used and this game will continue until no one can think of any other “warm-ups” to use.
Tactual	Setting a classroom climate and a mood or feeling for learning can be a mind-boggling task for educators, but if you involve the students in actually setting this climate, they will have more “buy-in”. To model this for your professional development participants, have them brainstorm all of the characteristics they can think of from a time when they were the learner in a classroom (it could be a fond memory or one they do not wish to replicate).  They are to write one characteristic per post-it note for as many as they can think of. Then, at their tables, they are to share their characteristics with their table mates, clustering “like” post-its together.
Auditory	After the table groups have clustered their “like” post-its, a “reporter” will report out the characteristics that were in common. After each table completes their oral “report-out”, one person from that table will post the post-its on the whiteboard in their own cluster. As each table continues, they will either build on that same cluster or create another cluster on the whiteboard.
Visual	After all of the tables have been represented, the participants will report to the whiteboard (one table at a time) to view and to bring back enough information to brainstorm at their tables. They will brainstorm ideas for lesson designs that will incorporate strategies that will elicit those same characteristics for their learners. As a table group, they will record 3 strategies on the “New Teacher” wiki that can then be used as a repository for all of the ideas generated during this session.

Online Tone and Voice

“We often refuse to accept an idea merely because the tone of voice in which it has been expressed is unsympathetic to us.”—Friedrich Nietzsche
Image retrieved 1-22-2012 from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiURaXl3yB8XSLHeR5eah7HBiOVyXgAzrrdZMjjmscPMdSSt-_J_tqLDS4a0uXHGLBF5o8ke67vD_I3iJ5sDMCoTtb9vG6-BiKyCDNjPbI8DemYT2fB1SHaLz_K8wDzXTm_YM9l4TKkNeW2/s1600/tone-of-voice2.gif

Have you ever wondered how you come across online when you are communicating - whether it is on Facebook, in a blog, in a chatroom, or simply in an email?

As I currently read posts or emails, always with the intent of determining a tone or voice, it raises my awareness to a number of things:

1. Perceived authority (your boss, your colleague, your assistant, your friend....);
2. Urgency (is the information just that or does it require a follow-up?);
3. Formality (is it serious or frivolous, casual or formal, sweet or stuffy?).

Also, as I maneuver my way through teaching online courses, I, too, am becoming more aware of my choice of words. Even just one word can change the tone of an entire writing, and in my opinion, it all comes down to "attitude".        
 Image retrieved 1-22-2012 from http://eseek3r.com/wp-content/uploads/2011/08/Positive-Attitude.jpg

I am making a personal goal to weigh my words carefully and to take the time to read what I write before posting. Is anyone out there going to join me in this effort? Let's all focus on the voice we really want to be heard, and as you read through my blog posts, please call me on the carpet if my tone becomes too edgy for those topics in which I am hyper-passionate!

Thanks!
Dr. D.

Coaching without a Coach

One of my favorite people in the coaching world is Elizabeth (Tiz) Powers, who works at George Washington University's Center for Equity and Excellence in Education and is an active member of Pennsylvania's Institute for Instructional Coaching (PIIC). Her most recent co-authored article in Educational Leadership (December 2011/January 2012, Vol 69, No. 4) entitled, "Coaching without a Coach" is SO timely! In this article, she and co-author, Christina Steinbacher-Reed question, "how can cash-strapped schools empower educators at all levels to engage in coaching?"

After embracing the coaching initiative, our district is one of many in the Lehigh Valley that is experiencing major funding cuts and has eliminated all coaching positions. As the administrator who took this initiative and ran with it, my heart and soul have been rocked to their core. Seven full-time site-based coaches either went back into the classroom, left the district, or changed their duties to serve in another teacher leadership capacity, such as Instructional Support Teacher (IST). 

How can we keep coaching "in the picture"? As Tiz and Christina share in their article, coaches who attended the International Literacy Coaching Summit and Widener University Reading Conference in spring 2011, came up with these possible practices:

• Provide professional development during faculty gatherings,
• Use release time to continue coaching on a limited basis,
• Refer colleagues to experts,
• Share data analysis,
• Initiate co-planning,
• Recruit colelagues to join a book study group,
• Develop and share instructional resources,
• Spearhead collaborative analysis of student work,
• Facilitate peer coaching groups,
• Demonstrate lessons and coteach
• Convince principals to schedule common planning time
• Help create sustainable practices
• Get creative with release time

As Tiz so eloquently coined, "Remember that a change in job title doesn't mean former coaches must stop coaching!"  Keep "coach" as a verb - something ALL educators can do together!