SBL_20_ins_EN Coaching SBL lessons.pptx11

Coaching SBL lessons

1. In person training: instructions

2. Coaching SBL Lessons SBL_20_ins_EN Coaching SBL lessons Mieke Achtergaele, Karel Moons, Silvia Viaene Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

3. Content of the presentation

4. Before you start Group composition: You must divide your class into groups to 5 or 6 students, in grade 1 to 4 of primary school, however, we start with groups of 2 to 4. Make sure that: the groups show a diversity in abilities and strengths the groups are diverse in cultural background each student has at least one friend whom they feel comfortable with Copies: copy the lesson at least twice for each group, so all students can read the assignments when they are discussed. let the group choose someone who is responsible for the copies and the notes. Provide all the material for the lesson.

5. Introduction to the students Explain: why you want to work with SBL what the main advantages of SBL are the lesson plan: ‘what, how and asking help and feedback’.

6. Introduction to the students Introduce the way of working: m ake groups of x students. n umber the assignments in the first column in the way you have decided to work on them as a group. The order is not fixed. You can choose your own order! Use the green squares to number your assignments. After you have numbered everything in the first column, connect the assignments in the second column to those in the first column by giving them the same number you have written in the green square in the first column Do the same for the third column. Build your own lessons with assignments in that way! After you have numbered all of the assignments, you can start working with those you have numbered 1 and so forth. Make sure you work as a group! Wait until everyone has completed their work on the numbered assignments before beginning with the next numbered assignment.

7. Introduction to the students The first time: It takes between 30 to 45 minutes before students number all the assignments! The second time it will take 20 minutes, the third time 10 minutes. The y want to search for a logical or didactical order. There is none! Stimulat e the students to make their choices based on their strengths, interests and energy for the assignments. If groups hesitate too much, ask them to make random combinations. Set the time to work for the whole group. Make sure you have time left for presentations by the students and the evaluation of the lesson.

8. Student start to work Set the following rules: when you (as a teacher) come to observe a group, you are not there. if your pupils have a question, it is not guaranteed that you will provide them with an answer when you want to say something to the whole class, you will use the sentence: ‘Message from above…’. Observe the groups as much as possible: try to find out who is where according to the OICO-principle. make sure that groups are aware that ‘no one can be left behind’. try to observe the strengths of different students and write them down. when students ask you to clarify (combinations of) assignments, ask them to find solutions themselves.

9. Students are in their workflow If you observe an enthusiastic, focused, talkative atmosphere, with some laughs, you know your students have entered the creative phase of OICO. Observe who is taking which role: be aware that students with high abilities often want to force the group to follow their opinion (and will ask you to support them in their opinion). Following the others is also a strength! Be aware of possible conflicts: Try to warn the students for upcoming conflicts, based on the non-verbal reactions within a group. Signal this behaviour, but let the students find solutions by themselves. If a group has a conflict about the choice between two solutions, tell them there is probably a third solution that is better than the two they are debating. If students become passive, warn the group leader that there may not have been enough room for the initiative and point of view of these students so far.

10. Second half of the lesson Gather information on who is tackling what within the lesson plan. Start to make time indications, so students can plan their work taking into account the time left. When in need of time you can allow groups to divide the work amongst the group members. Every member must know what the others did in detail. It is the responsibility of the group that every member reaches the objectives set for this lesson. Repeat the time left on a regular basis (if necessary). Visit the groups that did not make as much progress and ask if they need more time. If necessary, point out what is homework, but do not shorten the lesson for them.

11. At the end of the lesson Tell students that SBL-lessons are a learning process, for them, but also for you as a teacher. Ask feedback on the way of working and on your role as a teacher and coach. Where can you improve? Explain the evaluation (form): discuss some answers of the students in group. focus on the learning process of evaluation. don’t question their opinion but objectify by asking examples of what they did. If you want to hold a summative evaluation, make sure students know what you expect them to learn.

12. After the lesson Adapt your lesson plan: Which combinations of activities did everyone seem to choose? Try to adapt them so that they are not as easy to combine. Which assignments did everyone avoid? Simplify them or make them easier. Which assignments did everyone misunderstand? Try to clarify them. Which assignments showed more diverse behaviour? Keep these! Which assignments let your students shine or kept them more motivated? Keep these and try to determine which strengths the students used to complete the lesson.

13. After several lessons Start to work in a more conscious way with their strengths. on https://www.teachmi.eu/strength-based have a look at the following topics: mapping strengths using strengths Start to organise free working time for self-regulatory learning. on https://www.teachmi.eu/strength-based have a look at the following topics: learning processes the contexts Explore more ways to assess on: https://www.teachmi.eu/guide Especially in multicultural classes and classes with newcomers.

14. After a year Start to solve conflicts with SBL and work with SBL in classes that show disruptive behaviour and bullying: On https://www.teachmi.eu/strength-based have a look at: resolving conflicts. Start a network in your school with other SBL-teachers. Join the network of Acadimia !

15. Thank you! [email protected] [email protected] [email protected] https://research-expertise.ucll.be/en