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Bug-in-Ear Coaching

  • Delivering Real-Time Feedback

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Marti Elford

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Exploring BIE to deliver real-time feedback

an overview of the research

begins with

continues with

expands through

offers

generates

piloting more research

TeachLIVE

interactive experience

future conversation

Advance Organizer

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Overview of the Research

  • What is Bug-in-Ear?

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  • How has BIE been used?

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  • What are some key effects?

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What is BIE?

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How has BIE been used?�Compiling the data

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  • From 1976 to 2011
  • Studies include 1 to 94 participants
  • Pre-service teachers to 20 year veterans

YEAR

Researcher

Publication

Sample

2011

Scheeler et al.

TESE

N=5 Special Ed Pre-Service Teachers

2010

Scheeler et al.

TESE

N=6 Elem/Middle Co-Teachers

2009

Rock et al.

TESE

N=15 Elem Ed Pre-Service Teachers

2008

Goodman et al.

FAODD

N=3 Special Ed Novice Teachers

2007

Knowlton et al

TTEA

N=94 Special Ed Pre-Service Teachers

2007

Dal Bello et al.

ISC

N=15 Former Elem Ed Teachers completing Special Education

2006

Scheeler et al.

TESE

N=5 Special Ed Pre-Service Teachers

2006

Fry et al.

ILE

N=21 PE Pre-Service Teachers

2002

Scheeler et al.

JOBE

N=3 Special Ed Pre-Service Teachers

2002

Kahan

JOTIPE

N=2 PE Pre-Service Teachers

1995

Giebalhaus & Cruz

ERIC

N=25 Elem Ed Pre-Service Teachers

1994

Giebalhaus

JOTE

N=22 Elem/Middle Pre-Service Teachers

1976

Bowles & Nelson

JOSP

N=13 Elem & SPEd Teachers

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What are some key effects?

  • Immediate feedback had a significantly positive effect on instructional practice, regardless of the amount of teaching experience.

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  • Over all, the participants who used wireless technology to give or receive feedback reacted positively.

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  • Students reacted positively to teachers’ improved instructional practices.

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Generalized Conclusions:

  • BIE is not disruptive to the teacher when receiving feedback.
  • BIE can be implemented with minimal training.
  • BIE is conducive to immediate feedback for the delivery of SIM strategies
  • BIE has positive impact on specific teaching practices (i.e. explicit instruction, classroom management, positive feedback, opportunities to respond)
  • BIE can be used on-site or from a remote location.

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What do you think?

  • What is your reaction to the research you’ve heard summarized?
  • What are some limitations you can see to using this technology?
  • When might Bug-in-Ear be an appropriate choice for coaching teachers?
  • What are some things you think should happen before Bug-in-Ear can be used effectively as a method of coaching SIM strategies?

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Exploring BIE to deliver real-time feedback

an overview of the research

begins with

continues with

piloting more research

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BIE to coach Questioning

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Bug-in-Ear - Instructional Focus

  • Questions to improve comprehension
    • Clarifying
    • Open ended
    • Higher level
  • Making connections
    • Text to text
    • Text to world
    • Text to self
  • Student Engagement
    • Numbered Desks
    • Small groups – student led

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Results

    • BIE Coaching in the Secondary classroom
      • Use Partnership Principles
      • Value of After-Action Review
      • Surprising Discoveries

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Real-time Coaching

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Exploring BIE to deliver real-time feedback

an overview of the research

begins with

continues with

expands through

piloting more research

TeachLIVE

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Piloting research with TeachLivE

  • 4 teachers - 4 sessions - randomized selection
  • Coaching feedback to address behaviors
  • Redirect - Re-engage - Reinforce

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Bug-in-Ear meets TeachLIVE

  • Pilot research

Marti Elford / Richard Carter

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Results

  • Percentage of addressed behaviors increased when coached with BIE

% of Addressed behaviors

S1

S2

S3

S4

P1

75%

70%

90%

100%

P2

70%

90%

80%

100%

P3

60%

75%

80%

75%

P4

55%

55%

80%

80%

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Qualitative results

General comments

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What do you think?

  • What are some surprising or interesting things you heard?
  • What questions do you have?
  • What are some ways that you could use Bug-in-Ear coaching right away?

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TeachLivETM KU©

  • Advance Organizer
  • Time in the Simulator
  • After-Action Review

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Exploring BIE to deliver real-time feedback

an overview of the research

begins with

continues with

expands through

offers

piloting more research

TeachLIVE

interactive experience

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Volunteers

  • 4 Pairs

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  • Person 1: Clarifying Routine
    • Vocabulary

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  • Person 2: Coach for behaviors using BIE

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Bug-in-Ear Coaching

Teacher:

  • Voice concerns
  • Prepare to follow prompts
  • Give accurate feedback
  • Allow adequate time to accept BIE

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Coach:

  • Address Concerns
  • Deliver prompts accurately & consistently
  • Allow open, honest conversation
  • Allow adequate time to learn BIE

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Dyad

  • Co-plan
  • Set session goals
  • Co-construct prompts
  • Practice with the technology
  • Adjust to meet any issues or concerns

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Time to Practice BIE Coaching

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Implications for SIM PD

Coaching possibilities:

  • CUE – DO – REVIEW
  • Eliciting Student Response
  • Delivering positive feedback
  • Pacing a lesson
  • Critical teaching behaviors of SIM strategies

Your feedback:

  • What other ideas do you have for using BIE to coach teachers?
  • What did you learn from participating or observing BIE coaching?
  • How would you change or improve the practice of BIE coaching?
  • In what instances would BIE coaching be appropriate and inappropriate?

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Exploring BIE to deliver real-time feedback

an overview of the research

begins with

continues with

expands through

offers

generates

piloting more research

TeachLIVE

interactive experience

future conversation

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Future conversations with SIM=�BIE + TeachLivETM KU©

  • Teacher Preparation
  • Professional Development
  • Ongoing Research

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MARTHA D. ELFORD�(MARTI)�mdeok@ku.edu�

Contact Information