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Washington State Math Coaches. March 22 & 23, 2010Yakima, WA [email protected]. Welcome!. Introductions Logistics for the day Conversation Starters – Talk to people with different color papers than yours. One starter per person, record names, create a mental image. - PowerPoint PPT Presentation
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Introductions
Logistics for the day
Conversation Starters – Talk to people with different color papers than yours. One starter per person, record names, create a mental image.
Welcome!
1. Enjoy math with our colleagues.
2. Share coaching/leadership ideas with one another.
3. Look at alignment of the state PEs and Common Core Standards.
4. Examine Best Practices for teaching math.
5. Learn (or revisit) strategies for continuing coaching work.
Goals for Our Time Together
Write what you hope to learn or questions that you have about math in the frame.
As we progress through the next two days, record a sentence or two about each topic you want to remember and connect it to your ideas/questions.
Framing Questions
Reflect on the Best Practices Sheet.
How would you know if you saw this practice in a classroom? How would it look? Sound? Feel? (Indicators)
Where have you seen it? What do you wish were happening in classrooms at your school? (Needs Assessment)
Focusing Our Work
What would your teachers choose as a focus?
What would you need in order to make a difference in this area?
What strategy could you use to initiate a conversation around the Best Practices?
Make a Plan
Back in 15 minutes!
Take a Break
5 more minutes
Take a Break
1 minute and counting!
Take a Break
Reconvene!
You need a Folding Fractions worksheet and some patty paper.
You are creating fractions of the diagonal of the paper.
How can you be sure of the fractions you are finding? You must be able to
justify each one.
Just a Little Math
Enroll Model Observe Co-Teach Collaborative Conversations Identify A Student Learning Problem Read Together Examine Student Work
Starting and Restarting Coaching
Use data. Don’t pretend! Listen – really! Set goals together. Be worthy of trust. Respect perspectives and goals. Persist. Give options.
Enroll
Beware being the “expert”.
Lesson Study
Give the teacher something active to do in an observation.
Model
How is your observation different from an evaluation observation?
Establish what you are looking for.
Stay focused on the students.
Use protocols.
Help teachers be explicit about their teaching moves. Affirm what they are doing right.
Observe
There is always a lead and support teacher. Co-planning is the key. Establish roles and a purpose.
Co-Teach
Consulting• “I”• Share
information, advice and resources. Support inexperienced teacher.
Collaborating• “We”• Co-develop
ideas, information and strategies. Model collegial relationship as a standard for teaching.
Coaching• “You”• Support
protégé’s instructional decision making and ability to reflect on practices. Increase ability of a teacher to become a self-directed learner
Collaborative Conversations
What is getting in the way of students making progress?
Who is making progress? Who is not?
What is in our control?
Don’t leave a problem conversation without a plan to try.
Identify a Student Learning Problem
Never Say Anything A Kid Can Say – NCTM Mathematics Teacher
Developing Mathematical Understanding through Multiple Representations – NCTM Mathematics Teaching in the Middle School
Springing Into Active Learning – ASCD Journal
How Students Learn Mathematics – National Academies Press
Read Together
1. The teacher who is this meeting’s student work provider sets the context.
2. Teachers examine work for 3 focal students silently. Then they discuss their concrete evidence and interpretations for each student.
3. The group proposes diagnostic questions and follow up activities.
4. Each member makes plans and commits to a follow up.
Examine Student Work
One hour to relax and connect.
Lunch!
Work on the “Strings” by sorting the cards into groups that appear to have commonalities.
Separate each group into subgroups. What do they have in common? Write the reason for your subgroups on a 3x5 card.
Can you think of other sub-groupings? Add to your 3x5 card.
Facilitate Student Discourse
Watch the videos. What is significant about each stage of the lesson?
What would you affirm for the teacher?
What are you wondering?
How does the teacher support learning, get at the heart of misconceptions and encourage the students to make meaning of the notions?
Facilitating Student Discourse
Reconvene in 15 minutes!
Break!
Discuss at your tables – What makes a rich task?
Use the problem stems to fuel your ideas. Expand one to make a rich task. Put on a poster
Post your problems around the room.
Gallery walk for feedback – an affirmation and a question.
Creating Rich Tasks
have engaging contexts. are accessible and offer opportunities for initial
success, challenging the learners to think for themselves.
allow for different methods and different responses (different starting points, different middles and different ends).
have the potential to broaden students' skills and/or mathematical content knowledge.
promote discussion and communication. have the potential to reveal underlying principles or
make connections between areas of mathematics. encourage learners to develop confidence and
independence as well as to become critical thinkers.
Rich Tasks
At your tables, create a summary of today’s learning.
What resonated with you? What would you like to think more about? What additional information would you like to get?
Whew!
Pick up a dot for your nametag.
Red Elementary Blue Middle School
Green High SchoolYellow Other Job!
At your tables, put your questions on 3x5 cards -
Day 2 – Welcome Back
Examine closely the Algebra 1 standards from Washington State and the Common Core Standards.
Use the Comparison Chart to find the similarities and differences between the two.
Be prepared to give feedback to Greta about the standards.
You may choose another level if you wish! Visit www.corestandards.org to choose a level.
State and Common Core Standards
Reconvene in 15 minutes!
Connect groups of 5.
Break
Pausing Paraphrasing Putting inquiry at the center Probing for specificity Placing ideas on the table Paying attention to self and others Presuming positive intentions
Don’t Forget the Norms!
Choose numbers 1 – 5 in your group.
Go to the Discussion Group that matches your number.
Your facilitator will pose a question. Keep track of the thoughts of the group as you discuss for 25 minutes.
Return to your group of 5 for sharing big ideas.
Math Leadership Issues
Management
Content
Pedagogy
Assessment
Big Four James Knight Instructional Coaching
One hour to relax and connect.
Lunch!
We will be doing a math problem together.
If you would like help – ask!
Sharing our thinking.
Back to the Big Four…
Absolute Value Problems
Take a quick break!
Reconvene in groups that have at lest 1 person from each grade level… no more than 6 people
Break
Laughter – the best medicine…
We Need a Little More Fun !
Everybody in you group must play.
Share the problems.
Nobody will finish all of them!
There is a prize for the winning team.
GO!
Play a Little Math Relay
1. Enjoy math with our colleagues.
2. Share coaching/leadership ideas with one another.
3. Look at alignment of the state PEs and Common Core Standards.
4. Examine Best Practices for teaching math.
5. Learn (or revisit) strategies for continuing coaching work.
Reflect back on the last two days
Celebrating Our Last Time Together
Complete your evaluation –
Travel safely and come back next year!
What are you committed to trying?
Complete Your Evaluation
