eeBloc

emending Balanced literacy by observing

colleagues

John Cowger

eeBlocDefinition

eBloc (emending Balanced Literacy by Observing Colleagues) is an on-going in-service program marrying the components of Balanced Literacy and peer observation/coaching. Emending means freeing from faults or errors; improving, enhancing or polishing. Therefore, the purpose of eBloc is not to introduce new material but to “tweak” practices already in place.

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The components of Balanced Literacy in eBloc are: Read Aloud, Write Aloud, Shared Reading & Writing, Guided Reading & Writing, Independent Reading & Writing, Reading and Writing Assessments. eBloc provides a focus for educators on the best practices in reading instruction in a yearlong format.

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An important element in the on-going training is that it is occurring as teachers work with his/her students so that the issues they address are from the educator’s actual teaching. Teacher training is practical and on going!

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Teacher Role The teacher’s role will be to work in teams

discussing key aspects of Balanced Literacy and then practice using these aspects while observing and being observed. These observations will focus on looking for the predetermined set of behaviors of the eight selected components of Balance Literacy.

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Every child has the right to become a thoughtful, competent reader. eBloc provides the “backdrop” on which the teacher can be observed using best practices in reading instruction. A recent report (Pinnell, et al., 1994) suggests that this type of on-going, practical professional development results in greater student progress when compared with training sessions that are concentrated into a more compact time frame.

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“There can be but two real goals toward which we aim in teaching reading—or, more precisely, a single goal with two aspects: to teach children to read well and to love to read.” —Arthur Gates (1890–1972)

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Each workshop is organized in the same order. Please see the attached example.

Resources are also provided. Attached are the website resources provided at the Guided Reading/Guided Writing workshop.

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Observation Points

Upon entering the classroom, the observing teacher tallies next to the predetermined behaviors on the Observation Sheet. The observer may also write positive comments. The Observation Sheet is then left with the teacher being observed for his/her own reflection.

Student Read Aloud Write Aloud A Shares Purpose

Thinks out loud while reading Children situate so they can see the teacher Makes eye contact Children managed well Stops at appropriate places Brings closure to story

Shares purpose Thinks out loud while writing Children situated so they can see the teacher Makes eye contact Children managed well Stops at appropriate places Brings closure to story

B Shares Purpose Thinks out loud while reading Children situate so they can see the teacher Makes eye contact Children managed well Stops at appropriate places Brings closure to story

Shares purpose Thinks out loud while writing Children situated so they can see the teacher Makes eye contact Children managed well Stops at appropriate places Brings closure to story

C Shares Purpose Thinks out loud while reading Children situate so they can see the teacher Makes eye contact Children managed well Stops at appropriate places Brings closure to story

Shares purpose Thinks out loud while writing Children situated so they can see the teacher Makes eye contact Children managed well Stops at appropriate places Brings closure to story

Date DateActivity ActivityObserver Observer

First Draft

Guided Reading Guided Writing Groups students according to reading level Uses leveled books Instructs systematic word study Uses a variety of reading strategies Focuses comprehension strategies Encourages writing related to book being read

Some support is visible Topic generally selected by student Teacher sets the scene and guidance is given Children solving own problems with teacher’sassistance/feedback Specific instruction is given

Comments Comments

Date DateActivity ActivityObserver Observer

Newest RevisionPrimary Grades

Guided Reading Guided Writing Selects text to expand processing strategies Introduces text to facilitate fluency development Interacts with students to support problem solving Interacts with students to derive meaning from text Encourages students to verbally respond to text Encourages students to respond to text in writing

Writing is done during designated time Conference occurring between teacher/student orstudent/student Writing shared to solicit feedback Feedback used in revision and editing Publishing occurring if appropriate

Comments Comments

Date DateActivity ActivityObserver Observer

Newest RevisionUpper Elementary

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Scheduling

A substitute is hired to cover classes on a rotational schedule. Each teacher is released from his/her classroom for an hour to observe fellow teachers on his/her team for 10-15 minute observations.

2/12/07 2/13/07 2/15/078:30-9:30 KA KB 1E

KB KA KB Guided Rdng. Guided Wrtng. Guided Rdg.

1E 1E KAGuided Rdng. Guided Wrtng. Guided Rdg

9:30-10:30 2L 2T2T 2L Actual Guided Rdng. Guided Wrtng. Schedule

TW TW from Feb. Guided Rdng. Guided Rdng. Observ.SC SCGuided Wrtng. Guided Rdng.

10:30-11:30 SC 3R TW2L TD 2LGuided Rdng. Guided Wrtng. Guided Rdg.2T TM 2T

Guided Rdng. Guided Rdng. Guided Wrtg TW SCGuided Wrtng. Guided Wrtg

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Common LanguageThis is powerful. If teachers are all talking the same talk K-5, they can grow in their literacy education knowledge. Most importantly, however, the students will benefit from their teachers’ consistency throughout each grade level and throughout the building. The following experts help highlight this important point.

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The following excepts are from remarks by

Deanna Burney, Ed.D. Presented at the 2003 NCREL Annual Conference

June 25, 2003Naperville, Illinois

Translating Research Into Practice:Communities of Instructional Practice

http://www.ncrel.org/meeting/2003/burney.htm

eeBlocEveryone Learns Together

Learning is not solitary but highly social. It depends on constant discussion and demonstration. People learn by watching each other, seeing many ways of solving a single problem, sharing their different "takes" on a concept or struggle, and developing a common language in which to talk about their goals, their work, and their ways of monitoring their progress or diagnosing their difficulties. (Con’t)

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Everyone Learns Together(continued)

When people publicly display their thinking, they learn from each other, but they also learn by having to articulate their ideas, justify their views, and validly argue their points.

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Totally transforming both their thinking and their practice requires people to take risks. They can develop their expertise only if they are willing to experiment, make mistakes, and analyze those mistakes—with everyone else, in front of everyone else.

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There is no other way for new knowledge to infuse the system and create stronger instructional practice. Dialogue—however tentative or unsure at first—is another way to learn. Observing others' instruction is yet another way, as is the willingness to be observed and to hear people's comments.

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When the culture as a whole shares an understanding of what constitutes good practice—having seen it in action, having analyzed and discussed it, and having begun to absorb the combinations of craft knowledge and theoretical knowledge that support it—then, and only then, can the members of the culture be held accountable for their part in the process.

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The following are excerpts from:

Schnorr, R.F., & Davern, L. (2005, March).

Creating Exemplary Literacy Classrooms Through the Power of Teaming.

The Reading Teacher, 58(6), 494–506. doi: 10.1598/RT.58.6.1

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The first step in collaborative planning is an exploration of recommended literacy practices and priorities for all learners, including beliefs and practices for those who may be referred to as “struggling readers.”

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The new definition of learning can serve as the framework for restructuring a curriculum. By using a new school-based definition of learning, drawn from the research-based definition of learning, . . . all members of a school community and its broader community can develop a common language for curricula reform.

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Sharing this language will help build a community of individuals who have a common framework for curricular reform. They will have a basis for rethinking, as a community, the content and intent of the curriculum.

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Use of Videos to Enhance Presentations

I vary the presentations by including movie clips to stress a point. The following video is used to illustrate the “shared” experience

eeBlocComments from Staff

“I think eBloc is different than many other professional development courses in that you are able to watch your peers in action. I am a person who learns best by watching others. I can only put together so much of the strategies in my head from reading about them, but when I see someone doing what I want to do it all comes together-full circle. “ JR

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Almost every teacher has taken at least one class or attended one workshop, felt excited about the content, and after the short honeymoon period put the materials on a shelf in the classroom to be forgotten. eBloc cannot meet that same fate due to the fact it's an on-going program which allows a teaching staff to observe and network repeatedly about things we're already doing in the classroom.

Cont.

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I truly believe my teaching has improved in the areas of reading and writing because eBloc has brought focus to what each of us does well as teachers of balanced literacy. eBloc has brought our staff closer as we have seen first hand the strengths of our teaching partners.

CS

eeBlocComments from Staff

“Having just passed my National Board Certification, I am very focused on my own teaching and the learning going on in my classroom. However, eBloc has allowed me to look at my colleagues' classrooms and watch the good things they are doing in there, too. I love seeing new teaching styles, ways of presenting material, and teacher-student interaction. It has helped me to continue to improve every day. I like being able to focus on specific Literacy strategies - it helps keep everyone on tract!“ CG

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Comments from Staff

“eBloc has provided me with alot of great information about Read Alouds, Shared Reading, Guided Reading, and Independent Reading. I also LOVE the opportunity to observe my colleagues teaching these components of Balanced Literacy.” SC

eeBloceBloc has given me the opportunity to revisit and reflect upon the 'best practices' of TESA, guided reading and writing, shared reading and writing, and independent reading and writing. Visiting other teachers and watching them shine in their own classrooms was an uplifting experience and gave me many ideas to incorporate into my own teaching. This type of caluminating activity made me look at reading and writing across the content area objectively and redirect areas that needed improving, yet boost my self-confidence in areas where I was already doing a darn good job! KS

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Literacy is at it very best when teachers and para-educators intimately understand how the process of reading and writing unfolds for students at each grade level. The eBloc model has provided our school with the unique opportunity to build a strong common foundation that allows us to provide exemplary reading and writing instruction and support for all Sunset children. Not only do we understand, but we are able to provide instruction that embraces this model for each student, no matter where he/she is along the learning continuum. Cont.

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Each literacy phase of eBloc has allowed our Sunset team to first spend an evening working together to examine the newest educational research and pedagogy. The real strength of eBloc follows when small instructional teams watch the literacy phase in action by observing in each other's classrooms. This brings our "talk the talk and walk the walk" full circle. Raising teaching and learning to a heightened level of consciousness is the biggest gift eBloc has given our school and in turn, each Sunset student has definitely been a winner. Cont.

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Your revision change from observing students to the teacher's interaction with students, as well as giving us extra recording space, has improved an already great model! Thanks for listening. GT

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CONTACT INFORMATIONJohn Cowger1208 Sunshine Ave.Cody, WY 82414Home 307.527.7370 Cell 307.272.3836jscowger@bresnan.net