Written by Julie Wright & Barry Hoonan
HOW WE GOT INTO PROFESSIONAL CAHOOTS WITH ONE ANOTHER
We’ve had the pleasure of knowing and working with one another for the past seven years. We met at a school in Harlem, Julie as an Instructional Coach and Barry as a Model Classroom Teacher and Instructional Coach. Our work continued well past that experience. With Barry out west and Julie on the east coast, we’ve spent the majority of our years working across 3000 miles. Highlights include Sunday morning co-planning sessions and co-authoring What Are You Grouping For?, Grades 3-8: How to Guide Small Groups Based on Readers -- Not the Book. We’ve always enjoyed being THINKING PARTNERS and we believe educators need someone to think beside now, more than ever.
A DISCLAIMER OF SORTS
As we navigate and co-plan learning during the weeks ahead, here are a few shared agreements:
We are not going to edit these videos which means it might be clunky at times. You might get a barking dog, tech glitches, or family interruptions. We know you’ll be able to relate and hope you’ll be understanding.
The ideas we share are NOT “the way” or “the right way” -- they are just one way to approach things. And, we are figuring it out as we go along too. We hope you’ll take the big ideas we are discussing and — adopt, adapt or improve upon them — making them fit your settings, interests and needs.
We suggest focusing on process -- our work will continue to unfold between video segments. That’s why if you pop back into our shared document links, you’ll notice changes because we’ll be adding ideas. That’s because responsive plans evolve across the days and weeks.
HERE’S WHAT WE ARE UP TO
Kids have been learning from home for several weeks now. Barry and Julie have a co-planning routine and they “meet” about 1-2 times each week.
Barry’s students have settled into a learning from home routine, sort of. Each week brings about new celebrations and new challenges.
We just wrapped up a mini-writing unit focused on Greek mythology. Kiddos spent 2 weeks reading Greek myths and then they worked on narrative writing with a twist of Greek mythology.
Up next—a reading and writing unit focused on Expert Studies.
THINGS WE ARE THINKING ABOUT NOW
How does workshop play out in terms of synchronous and asynchronous learning?
How can mentor texts that we choose and that students choose be used to support learning?
When, where, why, and how will students meet in small breakout groups over the next week?
How can student work be used for a minilesson using a digital platform?
How can doing our own assignment [as teachers] become models/minilessons to use for instruction?
VIDEO
If you are interested in watching a coach and teacher co-plan — working as THINKING PARTNERS in response to the unique times we are currently experiencing — check out this video.
In this video, we briefly reflect on this week's plans. Then, we think through a process for responding to students using as asset-based approach. Finally, we begin noodling plans for an upcoming Expert Studies mini-unit.
RESPONSE TO STUDENTS
Whether we are face-to-face or facilitating digital/remote learning opportunities, our response to students matters. Thinking together about ways to support students is an important coach-teacher conversation. Here’s one way to think together to noodle plans for supporting students that starts with students’ assets. Note: It’s important to think about ALL students, not just students who may appear to need extra support due to deficits or weaknesses.
Ask: Who is on your worry / wonder list?
OTHER LINKS & RESOURCES
Our DRAFTY, dynamic, in-motion, evolving plans: Co-Planning: Julie & Barry
Planning Templates: Co-planning Templates
Small Group Plans: Small Group Reading & Writing Lesson Plans to Adopt, Adapt or Improve [During Remote/Distance Learning]
Interested in post-it note planning, check out one of these resources: Chapter 8 & 9 Resources from What Are You Grouping For?, Grades 3-8: How to Guide Small Groups Based on Readers -- Not the Book.
BARRY’S REFLECTIONS
I am still thinking about the different ways to plan for the Expert Studies mini-unit. I’m thinking about our work during shared experiences and independent work time.
I need to make a list of end demonstration ideas for this new mini-unit and if I will co-construct ideas with students.
I am going to begin with the WHY when I share this new mini-unit with students.
JULIE’S REFLECTIONS
For the kiddos on Barry’s worry/wonder list, did his response plan yield the desired results?
What topics did Barry’s kiddos choose for their Expert Studies? What are the end demonstration choices?
With only 2 “days” to teach reading and 2 “days” to teach writing, what are the short and long-term impacts for students’ knowledge, skills and understandings? As a multi-age teacher, how will Barry [and his colleagues] respond in the fall? How will this response be similar or different for single grade classrooms?
WANT TO SUBMIT A QUESTION or CONNECT WITH US?
If something we’ve shared inspires new ideas or ignites some questions, reach out to us using THIS FORM and we’ll do our best to get back to you!