Collegial Coaching Lesson 2

Today was Leigh’s second observation of my Unit 1/2 VCD class. I am still seeking feedback regarding student engagement and productivity as per previous post. Today was a good indication of students’ progress in this area as I spent most of the lesson working with students one-to-one. This meant that students were expected to continue with their work without close monitoring by me.

Prior to the lesson I wrote some notes on the board and reminded students what their support options were and where resources could be accessed. During the lesson I was pleased with the group’s efforts, although there were some concerns over the progress of two students who had become quietly engrossed in one another over the last couple of lessons. Unfortunately it wasn’t until the bulk of the lesson was over that I realised they had achieved very little with their time and the result following a conversation with them was that they were moved! Leigh and I spoke after the lesson and it was really useful for me to be able to debrief the context of the situation and discuss options for the future.

While I am happy with the class’s progress since my first observation with Leigh, I am conscious that we need to improve in terms of output as we move into the next phase of the assessment (digital development) which will be more technically demanding.

Thanks to Leigh for her excellent feedback so far!



One Reply to “Collegial Coaching Lesson 2”

  1. COG# 2 Sam 10-3-2016
    Back in Sam’s Year 11 VCD class to observe the growing culture of the class where the stated expectation is that there is ‘maximum productivity’ in a place of highly valued creativity integrated with equally valued drawing and folio development processes.

    The learning intentions today are to Build your folio through making all your thinking ‘visible’. The process is as follows:

    1 Research/Generation of ideas

    2. Design thinking

    3.Methods Media and Material

    4 Elements + Principle [ibook]


    When I arrived the class was very focused on their respective tasks both in folios and research on laptops.

    There was no talking at all

    Northside bench students all were working and when I looked at their folios they were well on task.

    Likewise the central bench group was remarkably/impressively focused with ear phones, pens, folios and creativity evident! Even the ‘entertainer’ of the group was working hard to complete some of his tasks.

    Southside bench of students has three students embroiled in their work and actively working on the task. In the middle of this group are two students only embroiled in each other. Physically close, speaking in whispers to each other and obviously not on task. They only have their record book’s open,in which they are doodling, with no evidence of completing or working on the task. Their drawing pads were being used to lean on .Sam is aware of and managing the situation and approached them and spoke of the task requirements. “If you looked back on this lesson what could you show for it?” He asked the student to highlight what had been done and what needed to be done.Using the criteria sheets and the language of the criteria Sam highlighted/reiterated what was required…what needed to happen for the next lesson.“Is this a fair reflection of 4 weeks work?”

    Today ,Sam suggested that sitting together was not helping their learning. However the behaviour ( that does not impact on any other student’s learning)is certainly inhibiting both of the student’s respective learning. Initially, Sam considered the partnership of the two students to be a positive thing for their learning as they both are very quiet and with minimal participation and maybe working together would give them the opportunity to share their creativity and enhance their learning. Today it became clear this is not the case. Sam will seek information from HOH and monitor the classroom learning as the students sit separately in the classes to follow.

    The situation has generated a great discussion between us about management and engagement of student’s leaning and how some classroom scenarios produce such complexity.

    Today’s class exhibited maximum productivity in most of the students. I look forward to see the outcome as the process is fascinating.

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