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presentations while she instructs. Her lessons and use of technology are teacher-centered.
However, she hopes to find ways to make class more engaging and to put the technology in
student hands. She expressed an interest in flipping her classroom, so that the students could
watch the lessons at home and spend class time practicing and applying the new skill.
Additionally, she wishes to create more interactive and authentic lesson where the students are
producing, recording, and sharing Spanish conversations.
Based on her goals, Amy and I will work together to implement interactive digital tools,
specifically screen casting and recording tools. Screen casting tools, like Educreations, Jing, and
Screencast-omatic, will help her achieve her goal of flipping the classroom. Recording tools,
like VoiceThread, Voki, and Vocaroo, will provide her students with engaging ways to record and
share their Spanish conversations. Additionally, we can look into other digital tool that would
enhance her lessons. For example, Plickers would enable her to add an engaging element of
assessment to her daily classroom warm-up activity. Other such tools will be experimented with
based on our observations and conversations.
In order to achieve her goals, we set up five dates that she would observe me teach and
five dates that I would observe her teach. We scheduled the dates every other week. On the off
weeks, we will get together to brainstorm technology that can be implemented in next weeks
lesson. After the completion of the observation with the newly implemented technology, we
individually will complete a reflection form, and then we will discuss how the lesson went.
These discussions and observations will help set the direction of the next observation and lesson.
This method will provide Amy with a voice, choices, practice, and reflection.
During this coaching experience, I will remain conscious of Amys original concern of
losing her autonomy. In order to make Amy feel comfortable, I will make sure the coaching
experience is a collaborative effort where ideas are shared back and forth. This collaborative
effort will provide Amy with a voice in the changes taking place in her classroom. Additionally,
I will remain positive when providing her with feedback. I do not want her to turn away from
this experience because she views my suggestions as criticism. Overall, I believe that by
ensuring that Amy feels like an equal partner whose opinion is appreciated, we will have a
positive peer coaching experience.
References
Rogers, E. (1983). Diffusion of innovations (3rd ed.). New York: Free Press.