All activities Professional learning
Coaches plan and deliver 10-minute micro-PD sessions on one digital literacy move, get protocol-based peer feedback, and revise before a teacher ever sees it.
Coaches are often asked to teach a skill to adults in the ten minutes at the start of a staff meeting, and those ten minutes rarely get rehearsed. In this session, each coach draws one digital literacy move (tracing a quote, checking an AI answer's sources, a privacy pause before uploading), plans a 10-minute micro-PD with a RISE goal and adult learning principles built in, delivers it to two colleagues, and receives feedback through a structured glow, grow, and try protocol. Coaches also test an AI-drafted set of feedback stems and decide what to keep. Everyone revises and re-delivers the weakest two minutes before leaving.
Hook
Ask: "When did you last teach adults something in ten minutes? Did you rehearse it?" Most hands stay down on the second question. Say: "We ask teachers to plan and revise lessons. Today we do the same with our own PD, and we practice giving each other feedback we'd want to receive." Briefly set trio norms: feedback is about the session, not the person; every grow comes with a try; the presenter decides what to use.
Facilitator noteThese norms build trust among peers who may rarely see each other teach. Name them out loud; don't assume them.
Explore
Each coach draws a Move card from Handout A (or chooses one if the trio prefers). Read the front and back: the move, why it matters, and the common misconception. Coaches jot the teacher audience they would actually teach this to and one reason those teachers need it now.
Facilitator noteCoaches who pick a move they already know well should be nudged to teach it to an audience that is new to them, such as K–2 teachers or a skeptical department.
Create
Coaches complete Handout B: a RISE goal for the session (Relevant, Impactful, Specific, Energized), then four segments. Why (1 min): a problem teachers recognize. Model (3 min): a live think-aloud of the move. Try (4 min): participants do the move themselves on a real example. Transfer (2 min): what teachers will do with students next week and what evidence they'll bring back. Each segment names the adult learning principle it honors.
Facilitator noteThe most common plan is eight minutes of explaining and two of practice. Hold the line: at least four minutes of participants doing the move.
Model
Trios read the two AI-Drafted Stems cards from Handout A: stems a coach generated with a chatbot by pasting in the rubric criteria and asking for peer feedback stems. For each stem, trios decide: keep, revise, or cut, using Handout C's rubric language as the test. Then each trio agrees on three glow stems and three grow stems to use today. Say: "AI can draft the stems; it can't notice the moment in your session that worked. That part is ours."
Facilitator noteLook for trios that notice the AI stems are generic, praise-heavy, and in one case evaluate the presenter rather than the session. Point out the prompt contained only rubric language, no names or details, which is the right way to use a tool for this kind of administrative drafting.
Practice
Each coach delivers their 10-minute micro-PD to the other two, who participate as teachers would. Then run the protocol for 3 minutes: (1) the presenter names one thing they'd change; (2) each colleague gives one glow and one grow using the agreed stems, citing a specific moment; (3) each grow comes with a concrete try ("Try giving us the example before the definition"); (4) the presenter says thank you and nothing else. Both colleagues score Handout C quietly and hand it to the presenter. Rotate until everyone has presented.
Facilitator noteKeep time strictly. A presenter who runs long cuts into a colleague's practice, and learning to land inside ten minutes is half the skill.
Apply
Each coach reads their rubric sheets, picks the weakest segment, revises it on Handout B, and re-delivers just that segment (2 minutes) to a coach from another trio. The listener answers one question: "What would a teacher do differently after this version?"
Facilitator noteMost revisions shorten the Why and lengthen the Try. Point that out if you see it; it is adult learning principles in action.
Debrief
Ask: "What changed between your first and second delivery, and which piece of feedback caused it?" Then: "How did it feel to receive feedback from a peer, and what made it safe or unsafe?" Chart the moves that made feedback usable.
Facilitator noteCoaches often say the presenter-speaks-first step made the grows easier to hear. That is worth borrowing for teacher feedback conversations.
Transfer
Each coach names the staff meeting or PLC where they will deliver the revised micro-PD and the evidence teachers will bring back: student work showing the move.
Facilitator noteFor a longer follow-on, bring the teachers' student work to a lesson study group and run a GRITS cycle on the same move.
All eight moves can be modeled and practiced with printed examples: a printed social post and its original context, a printed AI answer with sources to check, a printed app permission screen. Coaches bring their examples on paper, trios sit together, and the rubric and feedback protocol need nothing but pencils. The AI-drafted stems are printed on Handout A.
Moves such as reverse image search or checking an AI answer's cited sources are more convincing live, so give each trio one device for the Model and Try segments. Coaches may use an approved chatbot during the Create step to draft their own stems or a session outline, with no teacher or student names or details in the prompt, and then compare the draft to Handout C. In a virtual session, run trios in breakout rooms and share rubric sheets as a form so presenters receive them instantly.
Does it need a screen? Live searches show teachers how fast a verification move can be, which a printed example can only describe. The feedback protocol is better on paper and face to face, where attention stays on the presenter.
What you should be able to see or collect if it worked.
Coaches rehearse 10-minute micro-PD sessions on digital literacy moves and revise them after protocol-based peer feedback.
Deliver your revised micro-PD within two weeks and ask teachers to bring back one piece of student work showing the move. Bring those samples to your coaching team and ask the same question you asked today: what changed?
