Monday, September 15, 2014

If I was going 1-to-1 next week...

I came home from work today with a craving.  (Well, besides the craving to sleep since I'm running on about 3 hours today after a long, hot night with no air conditioning that including a 1 1/2 hour snuggle session with a toddler who was thirsty at midnight...)

I was craving to blog.  To reflect. To process.

It's been hard not having my own classroom and stories to share and reflect on.  But, I know that blogging and reflecting is such a valuable tool to an educator that I am committed to keeping it up.  Sometimes I just don't know what to blog about anymore.

Next week we are deploying 1-to-1 devices (laptops) to our high school students.  My job will then be to really start working with the teachers on how to actually use them in the classroom.  As I was reminded today, it's not really a choice - the community has put a lot of resources into getting these devices into the hands of students.  They need to be used.  More than that, though, is the fact that this technology can truly transform the teaching and learning that goes on in the classroom.  These laptops are a tool that can help foster an environment of greater communication, collaboration, critical thinking, and creativity - all those 21st century skills we want our students developing.

What comes to mind now is this:  If I was still in the classroom, and my students were getting laptops next week, how would that change what I did in my classroom?  I think by answering this question for myself, that will help me in coaching my fellows to come to their own answers...

First off, I think it would allow a lot of things with my flipped classroom to run more smoothly.  Students would all have a device where the videos could be downloaded or transferred via flash drive if they didn't have internet access at home.  Students wouldn't have to watch the video on their phone and type the WSQ responses into the Google Form using their awesome texting skills.  While having 1-to-1 devices would not solve the "I didn't watch the video" issue, it would allow me to not have to focus on making sure the students had devices, monitoring the checking out and in of those devices, making sure the old old old school desktops were working and updated, etc.

Even in my Course 1 class that I did the "in-class flip" with, students wouldn't have to watch the videos on tiny iPods, and I could always have them in partners instead of sometimes having them share in groups of 3.  I could have them do follow-up assignments on the computer (Google Forms, activity/game math practice sites, Khan Academy, etc).  A lot of the activities they did in class where they were finding data points, identifying patterns, graphing lines, etc - those could be done on a Google Doc where their work is "collected" by me instead of forever being lost in their workbook, never to really be looked at by a teacher.  They could actually do some creation and publishing quite easily with Google Docs and Desmos!

Student blogging would be much more manageable if the students had laptops with them in class.  They could create their own material (picture or video) and upload it right there in class.  They could type their blog post, do their research, publish and turn it in all in class - not having to wait until they got home.  In addition, students could make their videos using screencasting or their webcam - while not as simple as an iPad app like ShowMe or Educreations, it would save automatically to their computer and we wouldn't have to worry about the sslloowwnneessss of uploading the video from their phone via wi-fi.  They could also use other programs for creation, such as Thinglink, AdobeVoice, TouchCast, that add a little more interactivity and creativity.

Going along with that, even in a traditional classroom when students do more "problems" at home, technology could help in making the time more efficient in going over those problems.  From students submitting a Google Form at the beginning of class (or even the night before) marking the ones they need gone over, to having students create videos explaining the problems they did understand and posting them on a class website for students to access later - the sky is the limit.  Imagine you have 35 students - there could be so much differentiation here!  The top students and middle students could create video answer explanations for the tough homework problems and the lower students could receive some sort of remediation or reteaching on the material.  That could rotate and some days the top students work with the lower students in creating the video answer key, teaching them the concept while going through that.  I think the big thing here is that there is an archive of problems for the students to go back and access at any time, and they are in student friendly language.  To begin, the teacher could create these video answer keys and have them posted, and as the year goes on, student interest might even naturally be piqued and students could ask to be the ones to make the videos for their classmates.

WSQ chats could include a much more collaborative aspect with a live Google doc for each class period.  Students could have a spot where they share what they are discovering with their group, key points, or even questions that they still need answered.  While students submit their questions to me on the WSQ the night before, I could easily copy-paste those questions to the Google Doc (possibly with names) so discussions could be sparked and students could collaborate better with a need in mind.

When students are completing an inquiry or discovery activity, they could submit their results/thoughts/responses to me live on a Google Form, Doc, Spreadsheet, Drawing, etc - whatever suits the need.  This holds them accountable, gives me immediate feedback and guidance, allows them to share their findings with others, and sparks conversations.

Quick Quiz - Using Google Forms (or in the case of my school, Haiku LMS has a great assessment/quizzing feature), the beginning (or end) of class could be a quick quiz on the material to see how students are doing.  No paper, could grade it automatically, look for patterns, etc.

Today in class, I... Why waste paper having the students tell me what they plans are and what they accomplished on a piece of paper that I never look at?  Create a Google Form and have them fill it out at the beginning and end of class (or just the end... or just the beginning...).  Then the data is there constantly for teacher/student reflection and feedback, and it only takes a couple seconds to click through the form.

Templates for blog posts, activities, etc - With Google Classroom (or even the Doctopus script, although I've never used it), you can push copies of documents out to students where they each get their own editable copy.  You can set up a template for how you want an assignment completed, and you can see how they are progressing on it live and give them feedback/comments throughout the process.  Ideally, this means when the final product is turned in, it is complete and high quality because the feedback has been taken into consideration.

Brainstorming and idea shareout with Padlet or Today's meet.  Live Collaboration in a way where all students really can participate at once and get their ideas out.

Collaborative Notetaking - there are some units where there are key ideas that are much more than just numbers and formulas.  How awesome would it be to have that on a live Google Doc and then even go a step further and have students take different parts of the notes to add pictures or videos to describe even further?  All in one place where all students can access, rather than written on a side whiteboard and hoping that all students got it copied down while trying to listen, learn, and write all together?

Apps and programs that are much more useful with 1-to-1 devices:

  • Desmos - I would use for everything to do with graphs.  From graphing piecewise functions, transforming (shifting, reflecting, stretching/shrinking) functions, comparing and contrasting functions... the possibilities are endless.  This is the same for Geogebra, which I still haven't played around with enough to understand.
  • Kahoot - I blogged extensively about my short time with Kahoot once I discovered it near the end of the year.  I found ways to make it meaningful when done both as individuals and in small groups.  This is a great opener and provides some great data and feedback to the teacher.
  • Aurasma - The walls of the class could come alive - there's so much more than meets the eye.  From more structured activities where there are pictures of problems around the room and scanning the "Aura" would lead to a video explaining the problem, to pictures of mathematicians that lead to a video about who they are and what they discovered (and how it relates to this class!) - there's so much you can do with this app!  Students could make the videos and show their understanding of the material in a dynamic way that could not normally be "displayed" on a classroom wall.
  • Khan Academy - The self-paced, personalized setup of the "missions" allows students to work at their level and find success no matter how high or low their skills are.  I could see myself using this as a set activity once a week (example: first 15 minutes on Fridays is Khan Academy missions) or as an activity that students work on once they complete the day's work.  There is some extrinsic motivation / competition aspect to the missions, and it helps build those math foundational skills that a lot of our students have continued to sweep under the rug year after year.
Wow... I think the list could go on, but that is enough for tonight.  It's 5pm and I'm hoping bedtime is coming soon. 

There is just so much potential for the classroom to change from:

Teacher Centered to Student Centered - Class time focused on students discussing, working together, collaborating, and sharing - in an environment where they can still be held accountable for their work and the teacher can monitor their progress the entire way!  Direct instruction does not need to be delivered to all 30-40 students at once - it can be offloaded to the individual learning space, whether that be at home or even just within partners in class so students can work at their own pace and feel free to ask questions without fear of standing out in front of their peers.

Passive Learning to Active Learning - Class time has students actively involved in applying their knowledge, analyzing problems and discussing what they find, creating their own work and publishing it for the world to see.  Students don't just have to sit their and ingest information!  When there is a time for direct, whole-group instruction, you can involve the whole class by having a collaborative notes document, a Padlet or Today's Meet, or other way to keep them actively engaged with the material.

Lower Order Thinking to Higher Order Thinking - Students need to be able to articulate their knowledge, defend their answers, and understand the connections among the concepts.  There are so many ways that technology can aid in that happening.  I think a lot of times activities are designed that can definitely be great HOT activities, but they end up being great HOT activities for 3-5 students and a time to space out for the rest of the class.  Technology can help in involving all students and holding all students accountable for their work.

Whew... This is longer than I had planned but it feels so good to blog!

A few things to end on...

Technology is awesome.  There is so much cool stuff you can do with it.  

BUT - When it comes down to it we must consider:

1. Does it make my class more effective?  Are my students able to learn better and deeper because of the technology? 
2. Does it make my class more efficient? Is less time and paper wasted?
3. Does it allow my students to collaborate in a way that wasn't possible without the tech?
4. Does it allow my students to create and share their work in a way that wasn't possible without the tech?
5. Does it help to facilitate critical thinking in all students, even at the most basic level of holding them all accountable for deep thinking and processing of the material?
6.  Where does what we are doing fall on the SAMR model?  While Substitution (replacing something paper/pencil with tech; no functional change) and Augmentation (direct substitute, but improved functionality) are a great place to start, how can we move towards classroom transformation with Modification (task is redesigned because of what the tech can help do) and Redefinition (new tasks created that were inconceivable without technology)?

Saturday, September 13, 2014

Touchcast "Flipped Classroom Workflow"

It was great to work with Touchcast in putting together a "Flipped Classroom Workflow" based on my WSQ strategy.  You can check out their newsletter with my workflow here.  Touchcast is a great app to create interactive videos - I only wish I would have come across them sooner!  I would highly suggest checking them out.

You can also see the Touchcast below. (Original link here)

*Big Thanks to my former student Eric who helped me modify the embed code to stop it from autoplaying. You are awesome!

Monday, September 8, 2014

Coaching Training Brain Dump - Day 2

See my Day 1 Notes here.

Day 2 of our training started off with a great activity/icebreaker for full-day trainings.  Our trainer had everyone write down 3 facts about themselves:

  • One fact that is true of pretty much everybody in the room
  • One fact that is true of several others in the room, but definitely not all
  • One fact that you think is fully unique.
Throughout the day, it was used as a "brain break" but also a great way to get to know the people on our team.  Everyone would stand up.  If a fact was read that wasn't true about you, then you would sit down.  After the third fact was read, there was usually only one person standing.  However, it was interesting when there were still 2-3 people left after all three facts.  The person who wrote it then gave a little more detail on their third fact so we could get to know them better.

Overall Notes to Remember:
  • How people see you will influence how they react to you
  • Change management is NOT:
    • "I've got it figured out and I'm here to implement"
    • "I already know where people need to go and I just need to get them there" 
  • Coaching is a DANCE - It's give and take
  • As a coach, it's important to continually reflect and ask myself: "Did I spend most of my day in Expert Mode, Collaborative Mode, or Cognitive Mode?"
  • As a coach, it's important to reflect on the levels of concern my fellows are at.  If they are all stuck at level 2, am I really doing my job of moving them forward?
  • Book to check out - Mentoring Matters
    • Sentence Starters and Coaches Sentence Frames 
  • One of the challenges of coaching is accepting what you given
    • Our bias is to try to change their mind
    • You can't argue with it because it's what they said
    • We should try to take whatever is said and find whatever is positive in what is said, and then say that back (positive presuppositions) 

  • Developed in 1965; outlines four stages/phases in the sequence of group development
  • When groups come together, there is some sort of life cycle or pattern
  • Step 1 - Forming
    • "Who we are and what we do has not been decided yet"
  • Step 2 - Storming
    • Checking the boundaries, exploring the expectations, set the stage for what is going to be normal.
    • "What are the limitations of this relationship", "I'm not sure what to expect from each other"
    • A lot of people don't want to do this phase and try to go around this phase.  However, this is the phase where we build the relationship.  It requires authentic testing of the perimeter that leads to bonding.
    • This is NOT a stage we should avoid.  We should embrace it.  The more you avoid it, the more it will prolong it.
    • Every storming moment is one to establish the coaching relationship.
    • "What you accept is what you should expect"
  • Step 3 - Norming
    • Norms are:
      • observable behaviors over time that we come to expect
      • time-based.  Something could be normal "right now" but may not be normal forever.
      • not written down.  Norms exist whether they are written or not.
      • the expectations you accept over time.  Once they are established, we become a change agent.
  • Step 4 - Performing
    • The gaps are understood and relatively predictable
    • The group knows what to do when dysfunction emerges.

Innovation Framework - SAMR
  • Four levels:
    • Substitution
    • Augmentation
    • Modification
    • Redefinition
  • SAMR helps to classify lessons as a certain level
  • Important because: if you are coaching change, you need some way to describe the process.
  • Baseline --> Next Step --> End Zone 
Tools in Coaching Toolbox
  • Paraphrasing
    • Why paraphrase?  Trying to find the thing in the negative that is a positive
    • When absolutes are given, don't accept it at face value - it's probably not directed at that one thing
    • Acknowledge and clarify - affirms that you are listening
      • Ask for permission when paraphrasing
      • "It sounds to me like you said this... Do I have that right?"
    • Organize their thinking for them
      • "It sounds like you have 3 priorities... 1,2,3"
      • Don't always go and rephrase what they said.  Instead, say, "I  heard you say _____, can I say ____" 
      • Always ask their permission because you are projecting onto them what you are thinking
    • Shift the level of abstraction (level up or level down)
      • Shifting your statement to a more broader abstraction or a more narrow focus - so you can fully understand what they are trying to say
      • Examples:
        • How’d the lesson go?
          • I don’t know, the kids don’t seem engaged
            • 'It sounds like some of the kids aren’t as engaged as you want
        • The district keeps rolling out all this software
          • It sounds like this particular rollout was unexpected
  • Inquiring / Questioning
    • Purpose: To ask questions that don't set up a dichotomy (either/or)
      • Example: Was that a good lesson? (Yes or No)
      • Example: Were all your students engaged? (Yes or No)
    • Yes or No questions limit reflection
    • Examples of inquiry-provoking questions:
      • How did you see students responding during the technology phase?
      • What are your thoughts around how this lesson fits into what you think of as the norm?
      • What are some thoughts you have about next time?
  • Probing
    • When you hear absolutes, the next best thing is to probe it
    • Press them to define their own terms
      • "What did you mean by _____? " 
    • Don't challenge it, just try to understand it.  "Accept it, and Probe it"
    • When they are using language that makes it seem they are compelled (or forced) to do something, then probe to understand better
      • CBAM Level 2 Personal Concern
      • "Must - Should - Have to"
        • "We have to use this new template"
          • "What do you mean you have to?"
            • "They said we have to use this"
              • "Who are they"
  • The Third Point
    • When you are coaching, establish something outside the two of you to talk about.
    • "I'm here to talk about..."  (the lesson, the app, the strategy, etc)
      • (I'm NOT here to judge you or evaluate your teaching)
    • Helps keep everyone's affective filter low' helps to avoid making it personal
    • Be the COACH, not the expert
    • Refer to a source outside yourself
      • Authority outside the room
        • "Michael Grinder says..."
      • Anchor to a text or document
        • "Based on the standards..."
        • "Based on the textbook..."
      • Anecdotal evidence (slippery)
        • "I saw a teacher who did..."
        • *Only use if they have invited examples; can sound like a judgment or comparison
      • Notes from pre-meeting, observation form, etc
        • "If we refer to the form we wrote..."
      • Student response 
        • "What did you notice about how the students responded to the iPads?"
  • A protocol is just a predictable set of topics with some sort of time attached to it
  • This is important for office hours - have some sort of form for them to fill out.  Top three concerns, what you've done, what you want to do. 
Adult Motivation
  • What motivates adults to learn and be coached?  What makes them easier or harder to work with?
    • Past Experience
    • Beliefs - Growth Mindset
  • Self-efficacy - the belief that you can do what's next because of what you just did
    • Anchor it in what they just did - that will build their self-efficacy
    • "Because you were able to _______, you will be able to _______"
    • *One of our goals is to raise efficacy 
  • Note: Patronizing will both them as much as it will both you.  Don't do it/say it if you can't defend it.  Don't just flatter people in the efforts to raise their self-efficacy.
    • It's not patronization if it's evidence-based  "I saw _____, so I know you will be able to _______." 
  • Attribution:
    • Internal/External
    • Unstable/Stable
    • If you attribute your success too often to unstable/external, you will have low self-efficacy. 
    • Our job is to drive the conversation to EFFORT (internal/unstable).  Get them to attribute their success to their own effort!

Wednesday, September 3, 2014

Coaching Training Brain Dump - Day 1

See my day 2 notes here.

Although this isn't really my first day on the new job (we've had some meetings, trainings, etc), it was the "official" first day back so all the Digital Learning Coaches, District TOSAs, and related Directors/Coordinators got together for a training led by Steve Regur, who works with Educators Cooperative.  So much great information, so much to think through, I figured blogging about it would help me to process and put it all together in one place.  While this is a lot of notes and a few bits of reflection, I figured it would still be of interest to some as it is such great information!  So, here we go!

(For those of you who don't know, I have taken a position out of the classroom at a new district as a Digital Learning Coach.  Funny thing, one of the tasks today was how we would define our position to different people based on who they were.  Since most of you who read this are in education at some level, I will define it as "I am a teacher who is out of the classroom whose goal is to work with and coach other teachers in effectively integrating technology into their curriculum".  While I don't know exactly what my day to day looks like yet and I'm learning more every day, that will be enough for now.)

Random Notes and Good Thoughts

  • The most important thing we do for a living is listen, not talk
  • Change happens one conversation at a time
  • Coaching is a dynamic process - not a static one
  • Quote from another DLC: "A leader is supporting learning, growing, and reflecting; a manager is making sure it gets done efficiently and effectively.  You can be both." 

Key Ideas:

  1. Communication Styles - General Overview
    1. Everyone we work with has a framework they operate under so we need different answers for different people.  We must consider how they will view our answer through their lens.  We  need to be able to take the same piece of information and reframe it in multiple ways for the different people we interact with.  Example: Describing our job will be different for someone in education, a random person we meet in the grocery store, a family member, etc.
    2. As a coach, we must be able to change our framework.  We must continue to improve our communication styles every day and up-level the people we are communicating with.  The way we move forward is through communication.
    3. As a coach, I am not just "training" (giving information).  I am helping and supporting other adults so they can think more deeply, reflect more fully, all while providing insight.
    4. When we coach, we lead with a certain communication style.  The people we coach respond to different styles and we must learn to adjust.
    5. In any team, it is important to have people from all four communication styles.  (As a note, our team of DLCs is very well rounded - 4 blues, 2 greens, 5 reds, and 4 yellows)
  2. Herrmann Brain Dominance Instrument - HBDI
    1. We did an activity where we picked 10 adjectives that best describe us at work from a list of about 40.  Then, from those 10 we had to narrow it to our top 5.  That put us in a general category of our communication style, which comes from the HBDI linked above.  My final 5 adjectives were: "Gets things done", "is reliable", "organized", "timely", and "plans".  That put me in the "Green" section.
    2. A few notes of each of the selves:
      1. Blue - Rational Self (Logical, Analytical, Fact-Based, Quantitative)
        1. These people care about "at the end of the day, what's going to happen? What's the bottom line?  What numbers indicate that we have an outcome?"
        2. They don't just want to get to the point, they want to get to an outcome that is logical, rational, and evidence-based.  They want brief, clear, and precise information.
        3. Wants the graph more than the narrative.  Wants case studies with evidence, not with narratives.  Talks in bullet points, not paragraphs.  Doesn't want "fluff" or illogical flow.
        4. Usually analyzing while you are talking and trying to project ahead to where you are going.
        5. Question about Coaching they need answered - What is the point of this coaching?  What outcomes will I see?
      2. Green - Safekeeping Self (Organized, Sequential, Planned, Detailed)
        1. These people don't just think in bullet points, they think in numbers.  If it comes first, it must be more important.  They like planning and checklists... and crossing things off checklists
        2. They try to take care of the situation by taking care of that which can be controlled.  They try to anticipate and control anything possible.
        3. Question about Coaching they need answered - How is the coaching going to unfold?  What steps are we going to take? 
      3. Red - Feeling Self (Interpersonal, Feeling-based, Kinesthetic, Emotional)
        1. These people want the human perspective.  "What does this look like from the kids' point of view?  From a parent's point of view?"  They like anecdotes and want names
        2. They need to feel enthusiasm and expects empathy/consideration of their needs.  They want their feelings to be respected and for everyone to have equal consideration
        3. Question about Coaching they need answered - Who?  (Not sure if this meant "Who will I be working with?  Who will be impacted?)
      4. Yellow - Experimental Self (Holistic, Intuitive, Integrating, Synthesizing)
        1. These people like frameworks, diagrams, and thought bubbles.  They tend towards fragments of thoughts rather than bulleted lists.
        2. They want to take risks.  They see failure as where the learning is
        3. They want the big picture and want to konw how it all connects.
        4. Question about Coaching they need answered -  Why? (Not sure if this meant "Why are we doing this? Why are we using this model/protocol?)
    3. Coaching - General Notes
      1. We are coming alongside our fellows as a collaborative partner
      2. Depending on the culture of the school, coaching will be received differently.  Question to consider - Am I stepping into a template that already exists, or am I creating a new template?
      3. Coaching is not just about the coach, or the knowledge set of the coach.  Even if you are the most "armed" coach with all the tools available to you... It doesn't matter at the end of the day.  Coaching is culturally and relationship-driven.  It's not just "you're smart and you're a good teacher, go out there and make it happen."  This assumes that all schools and teachers will embrace you in the same way, which is just not true.
      4. When starting to coach, it is important to focus on: Building relationships, building trust, personal connections, and customizing the experience for each of your fellows.
      5. My assumptions of why people do what they do sets up my expectations for them, which is a bias I must overcome.
    4. Models of Coaching
      1. These three modes are interconnected and flow in and out of each other.
      2. Expert Coach
        1. I've been there, I've done that. Explicit. "Let me Show you"
        2. Strengths - gets the job done, efficient, credibility, people are used to direct instruction, certain tasks (procedural knowledge) calls for it, leads to unification for large-scale implementation of ideas.
        3. Limitations - "My way or the highway", can squash creative freedom or innovative approaches, instantly forgotten if they don't have time to practice, lends to a one-size fits all where one best way is assumed, potential lack of buy-in, could lead to learned helplessness where fellow does not want to do anything until coach is there to guide them.
      3. Collaborative Coach
        1. Shared decision making. Both coach and fellow are coming in with some level of experience and expertise.  Focus on shared outcomes and co-developing/creating
        2. Strengths - Sense of shared ownership, exploration, possibility for risk taking, fellow can provide better context to their classroom.
        3. Limitations - Time (requires conversation), can become dependent on the co-teaching approach
      4. Cognitive Coach
        1. Discovery approach. Inquiry-based.  Mediating Questions - Don't tell you want to think, just help you think.  Rarely makes suggestions (even the questions are whitewashed of implication)
        2. Strengths - Empowering to fellow, growing & learning, forces them to think & see something, takes away some of the risk factor as there is not always a "right answer", building capacity of fellow to individually refine their practice.
        3. Limitations - Some tasks don't call for this type of coaching, could lead to resentment that "the coach isn't doing anything", can be frustrating because it doesn't guarantee progress, lends itself to a lot of listening which can be difficult, must be very purposeful in our language choice which requires patience and pre-planning, sometimes hard to get people to become introspective and honest with themselves.
      5.  We were asked to separate into the type of coaching we thought we "defaulted" to.  90% of the people went to "Collaborative", and most of the rest went to "Cognitive".  One of the new DLCs went to "Expert" and I stood in the middle between "Expert" and "Cognitive".  I almost felt like it was a trick question, and maybe I just don't know because I've never really "coached" before, but I don't feel like I have a default right now.  The way it was set up seemed like "Collaborative" was the absolute best, but it was emphasized multiple times that you need all three in certain instances.  I feel like it totally depends on who I am working with, where they are at, and what they need.  I have no problem stepping into any of the three roles depending on the situation, and I'm not going to "default" to a role without knowing the context.  It was really good to think through the strengths and limitations of each type of coaching and consider when each type would be beneficial.  A few of the other DLCs said that they start with the Cognitive approach to help see where their fellow is, and then that will lead to transitioning to the Expert approach if needed, and eventually to the Collaborative approach.
    5. Change Management
      1. Dealing with Concerns:
        1. Reframe concerns as indicators of next steps.
        2. Instead of avoiding pushback, we embrace it - so we can capture it and address it 
      2. As a note on the value of reflection... these stages and notes below didn't really click until I'm now sitting down and sifting through them.  I was a little overwhelmed by this point in the day and it was just a lot of information for me.  However, as I now sit down and think through my journey as a flipped class educator, I can definitely see how I progress through the stages and considered the questions listed below.  How exciting that I will be able to walk through these stages alongside my fellows and celebrate their successes and growth with them!
      3. Concerns-Based Adoption Model  and Seven Stages of Concern
        1. Start at Stage 0 and move forward from there
        2. Stage 0 Awareness - I am not concerned about it
          1. How to move forward: establish a context, make it concrete, make it relevant, access their communication style
          2. They might ask: Why is this so important? Yes I signed up, but what's the big deal?  I need to find out: What are they driven by? 
        3. Stage 1 Informational - I would like to know more about it
          1. How to move forward: provide background, provide access to articles or research, provide access to people who have implemented, set up Q/A sessions 
          2. Important - be the curator.  Don't bombard them with 19 articles - give them ONE, or even just the ONE paragraph.  If you overload them early, you are training them to not pay attention to you
          3. Important - This needs to be didactic (back and forth) *New word of the day*  It's not just push-push-push information; it needs to be push and pull
        4. Stage 2 Personal - How will using it affect me?
          1. How to move forward: access the personal story, clarify where they are now and where they need to be, think about the details of their day to day
          2. Consider what they are doing now, and then what they will be doing once they've transitioned
          3. Ask them what they are already good at.  Sentence frame sample: "Because you did _________, you'll be able to do ____________" 
        5. Stage 3 Management - I seem to spending all my time getting materials ready
          1. How to move forward: focus on efficiency, focus on time and cost/benefit, provide access to examples, provide resources, help desk
          2. These people say, "I know about it, I kind of know what it means to me, but I don't seem to have the resources"
          3. A lot of people plateau here.  Some either understate their needs, or they accomplish one thing and they think they are done (example of "yay my kids rotate through an ipad station so I have a blended learning environment, I'm done!")
          4. Coaching role: Don't run the race for them, but remove some of the hurdles that are in their way
        6. Stage 4 Consequence - How is my use affecting learners? How can I refine it to have more impact? 
          1. This is something you want to get towards sooner rather than later
          2. Leads to action research - quantify and reflect
          3. How to move forward: You must define what "good looks like" , identify data and indicators of success, relate stories to impact and outcomes, focus on what will be better
        7. Stage 5 Collaboration - How can I relate what I am doing to what others are doing?
          1. How to move forward: Connect to others within and outside of the organization, express the idea of building their leadership, think about opportunities to showcase or make public the work, celebrate successes loudly
          2. Important: You must move through the other stages first before coming to this point. 
        8. Stage 6 Refocusing - I have some ideas about something that would work even better
          1. "How do I move from Good to Great"
          2. Ideas: Going to conferences, Blogging/Tweeting about it
    6. My Coaching "To-Do" List
      1. Look at the applications of my fellows and read their thoughts.  Consider the following: What are they expecting from coaching?  How close is their vision to my vision?
      2. Think about the first meeting.  Starting our conversations at "Stage 0" and working through the questions sequentially
      3. Get to know my fellows and their communication styles.  Strive to understand them better and where they are coming from / what their needs are.  Continually improve in reframing what I am saying to better suit the communication styles of the fellows I am working with.
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