Washington State Math Coaches

Washington State Math Coaches

March 22 & 23, 2010 Yakima, WA klind11@comcast.net

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?

klind11@comcast.net

Complete Your Evaluation