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Coaching for Math GAINS Professional Learning

Coaching for Math GAINS Professional Learning. Initial Steps in Math Coaching. How going SLOWLY will help you to make significant GAINS FAST. Establishing Norms. Start and end on time Electronic devices off except on break. Overview of the Session.

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Coaching for Math GAINS Professional Learning

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  1. Coaching for Math GAINSProfessional Learning

  2. Initial Steps in Math Coaching How going SLOWLY will help you to make significant GAINS FAST.

  3. Establishing Norms • Start and end on time • Electronic devices off except on break

  4. Overview of the Session Practise being a math coach in a safe environment through role play. View some examples of the math coaching process in action. Clarify your personal image of what being a mathematics coach involves. Identify some next steps for yourself.

  5. Initial Meeting • Some possible questions:- Who are you? Tell me about yourself. • - What are your strengths, styles, beliefs, goals …? • - What do you want me to know about you as a math teacher?

  6. Coaching Strategies and Stems • Paraphrasing • Do I understand that… you don’t have access to computers? • In other words …you want to try some differentiated instruction? • It sounds like …you have explored a variety of resources? • Clarifying • What do you mean by … the course is too hard? • Is it always the case that …the students in the class don’t listen? • How is… teaching math same as/different from…teaching science? • Interpreting • What you are explaining might mean …students rely on formulas • Could it mean that … students need more time on this topic? • Is it possible that … the following things could result from… ?

  7. Now it's your turn … • Role play the initial meeting between coach and coachee. • Ask questions to lay a foundation for your later work with the teacher. Use the stems to probe more deeply.

  8. What does being a math coach involve?

  9. Coaching What do you think now? In pairs, create a Frayer Model for “Coaching”

  10. The Non-negotiables "What coaching is not" Your coaching duties donotinclude …

  11. It's all about trust! • Sincerity • Competence • Benevolence • Reliability Adapted from:Coaching Leaders to Attain Student Success – Gary Bloom

  12. Content-Focused Coaching… • Is content specific. Teachers' plans, strategies and methods are discussed in terms of student learning. • Is based on a set of core issues of learning and teaching. • Fosters professional habits of mind. • Enriches and refines teachers' pedagogical content knowledge. • Encourages teachers to communicate with each other … in a focused, professional manner. from Content-Focused Coaching: Transforming Mathematics Lessons, by Lucy West, p.3

  13. (Fosnot, 2002) Let's hear from another expert: Cathy Fosnot • Discuss with a partner any new thoughts about coaching. • Re-visit and revise your Frayer model.

  14. The “Guide” Aligned with Grades 7-12 Literacy Guide A prototype for other subjects A research framework Find an indicator that addresses one of your foci for the year

  15. More Precision www.edugains.ca Library www.tmerc.ca

  16. Sharpening the Instructional Focus 37 indicators in The Guide for Administrators and Other Facilitators of Teachers’ Learning for Mathematics Instruction 8 criteria in the Student Success Action Planning Template 2006 3 strategic approaches May 2008 1 key focus September 2008

  17. Sharpening the Instructional Focus Three strategic approaches: • Fearless listening and speaking • Questioning to evoke and expose thinking • Responding to provide appropriate scaffolding and challenge Driver for 2008-09

  18. Sharpening the DI Focus Differentiation of content, process, and product based on student readiness, interest, and learning profile 2004 - 08 Differentiation based on student readiness and differentiation at the concept development stage 2008 - 09

  19. Connecting Foci Questioning Fearless listening and speaking Responding Differentiating

  20. Differentiating Mathematics Instruction Questioning to Evoke and Expose Thinking Materials adapted from Dr. Marian Small’s presentation August 2008

  21. Questioning That Matters 22 You have introduced a counter model for subtracting integers. As you look at each question and it’s answer, think about its purpose.

  22. Questions That Matter 23 • What is (-3) – (-4)? • Tell how you calculated (-3) – (-4). • Use a diagram or manipulatives to show how to calculate (-3) – (-4) and tell why you do what you do. • Why does it make sense that (-3) – (-4) is more than (-3) – 0? • Choose two integers and subtract them. What is the difference? How do you know?

  23. Differences in Intent 24 Do you want students to: • be able to get an answer? [What is (-3) – (-4)?] • be able to explain an answer? [Explain how you calculated (-3) – (-4).] • see how a particular aspect of mathematics connects to what they already know? [Use a diagram or manipulatives to show how to calculate (-3) – (-4) and tell why you do what you do.]

  24. Differences in Intent 25 Do you want students to: • be able to describe why a particular answer makes sense? [Why does it make sense that (-3) – (-4) is more than (-3) – 0? ] • be able to provide an answer? [Choose two integers and subtract them. What is the difference? How do you know?] Which of these types of questions are important to you? All of them? Some of them? Why?

  25. It is important that: 26 • even struggling students meet questions with these various intents, including making sense of answers and relating to other math ideas, and meet with success. • questions focus on the math that matters.

  26. Your answer is….? A graph goes through the point (1,0). What could it be? What makes this an accessible, or inclusive, sort of question?

  27. Possible responses 28 (1,0) x = 1 y = 0 y = x- 1 y = x2 - 1 y = x3 - 1 y = 3x2 -2x -1

  28. What good questions can do • Good questions: • Evoke student thinking. • Expose student thinking. • Help students see and drill into “big Ideas” • For good questions to work: • Students must be able to listen and speak fearlessly. • Students must be provided appropriate scaffolding and challenge.

  29. The coach can help teachers: • identify the Big Math ideas in the lessons they plan to teach. • develop questions that focus students on making sense of the math. • craft questions that help students make connections. • create questions that probe for student understanding.

  30. Opening up Questions You saved $6 on a pair of jeans during a sale. What might the percent off have been? How much might you have paid? Conventional question: You saved $6 on a pair of jeans during a 15% off sale. How much did you pay? vs.

  31. Or… You saved some money on a jeans sale. • Choose an amount you saved: $5, $7.50 or $8.20. • Choose a discount percent. • What would you pay?

  32. Or… Represent 88 as the sum of powers. Conventional question: What is 52 + 62 + 33? vs.

  33. Possibilities 34 • 12 + 12 + …. + 12 (88 of them) • 22 + 22 + … + 22 (22 of them) • 52 + 52+ 52+ 22 + 22 + 22 + 12 • 52 + 62+ 33

  34. Similarities and Differences 35 How are quadratic equations like linear ones? How are they different? How is calculating 20% of 60 like calculating the number that 60 is 20% of? How is it different? How is dividing rational numbers like dividing integers? How is it different?

  35. Some “opening up strategies” 36 Start with the answer instead of the question. Ask for similarities and differences. Leave the values in the problem somewhat open.

  36. How could you open these questions up? Add: 3/8 + 2/5. A line goes through (2,6) and has a slope of -3. What is the equation? Graph y = 2(3x - 4)2 + 8. Add the first 40 terms of 3, 7, 11, 15, 19,…

  37. Using Parallel Tasks Offer 2-3 similar tasks that meet different students’ needs, but make sense to discuss together.

  38. Parallel Questions How do you know the number is more than 24? Is the number more than double 24? How did you figure out your number? Task A: 1/3 of a number is 24. What is the number? Task B: 2/5 of a number is 24. What is the number? Task C: 40% of a number is 24. What is the number?

  39. Parallel Questions • Task 1: Find two numbers where: - the sum of both numbers divided by 4 is 3. - twice the difference of the two numbers is -36. • Task 2: Solve: (x + y) / 4 = 3 and 2(x – y) = -36 How did you use the first piece of information? The second piece? How did you know the numbers could not both be negative?

  40. The Processes 41 • Problem solving • Reasoning and proving • Reflecting • Selecting tools and strategies • Connecting • Representing • Communicating

  41. Coach’s Role 42 • Helping teachers realize they must identify the math that matters • Helping teachers practice developing questions that focus on students making sense of the math • Helping teachers practice developing questions that focus on building connections- how new math ideas are related to and built on older ones

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