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Math and Science Coaches Kris Lindeblad klind11@comcast.net

Washington State. Math and Science Coaches Kris Lindeblad klind11@comcast.net. Welcome!. Goals for Today Continue to Build a Community of Coaches Increase Knowledge about Adult Learners Plan Strategies for Working with Adult Learners Interact with Standards and Rich Tasks. Ice Breaker.

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Math and Science Coaches Kris Lindeblad klind11@comcast.net

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  1. Washington State Math and Science CoachesKris Lindebladklind11@comcast.net

  2. Welcome! • Goals for Today • Continue to Build a Community of Coaches • Increase Knowledge about Adult Learners • Plan Strategies for Working with Adult Learners • Interact with Standards and Rich Tasks

  3. Ice Breaker • Reflect on your own work • One thing you have accomplished as a coach • One thing you want to accomplish as a coach • Meet your cohorts • Find 6 other people from different tables to fill in your hexagon • Record their name, job and school, one thing they have accomplished, one thing they want to accomplish • One “unique” fact about each person

  4. Ice Breaker • Return to your table and share the story of one person you met. • Tables share their favorite story with the group.

  5. Adult Learners Youth LearnersAdult Learners Subject Oriented Problem Centered Future Oriented Results Oriented Directed by Others Self-Directed Accept New Information Skeptical of New Infor. Will Postpone Applications Demand Applicability

  6. Strategies for Adults • Adults have years of experience and a wealth of knowledge. 1. Use adult learners as resources for yourself. 2. Use open-ended questions to draw out knowledge. 3. Provide opportunities for dialogue among learners.

  7. Strategies for Adults • Adults have established beliefs, values and opinions. 1. Clarify your expectations. 2. Permit debate and the challenge of ideas. 3. Protect minority opinions among adults.

  8. Strategies for Adults • Adults expect to be treated as adults. 1. Treat comments and questions with respect. 2. Acknowledge the contributions of others. 3. Do not necessarily expect agreement.

  9. Strategies for Adults • Adults need to feel self-directed. 1. Engage others in the design of learning. 2. Expect to use more than one medium for learning. 3. Expect learners to want control over pace and start/stop times.

  10. Strategies for Adults • Adults have a problem-centered approach to learning. 1. Immediately connect new skills and knowledge to current problems/ situations. 2. Use participatory techniques. (i.e. case studies and problem solving groups)

  11. Strategies for Adults • Adults have more variation in learning styles. 1. Use a variety of teaching materials and methods to take into account differences in style, time, types and pace of learning.

  12. Strategies for Adults Instruction for adults is more effective if… It is learner centered. It balances new material and its applications. It allows participants to have some control.

  13. It’s Not Always Easy

  14. Learning Styles • Make a team of 4 different paperclips. Find a place to sit. • Number 1 – 4 • Extravert/Introvert • Sensing/Intuition • Thinking/Feeling • Judging/Perceiving • Learn about your style with others. Create a graphic to hold your thinking. • Share back in your groups.

  15. Narrow the Field Find the characteristics of these 4 groups. • ST • SF • NT • NF Who are you?

  16. Teacher Style • Choose one teacher you are assigned to. • Complete the style sheet using your new information to plan. • What questions do you have? • How will you put this information to use?

  17. Rich Tasks… • might be set in contexts which draw the learner into the content either because the starting point is intriguing or the content that emerges is intriguing. • are accessible and have an entry point for each student. • have natural extensions which allow all students to be challenged. • allow for different methods and different responses (different starting points, different middles and different ends).

  18. Rich Tasks… • have the potential for revealing patterns or lead to generalizations. • have the potential to reveal underlying principles or make connections between areas of mathematics. • encourage collaboration and discussion, • encourage learners to develop confidence and independence as well as to become critical thinkers.

  19. Creating Rich Tasks • Use the information about CO2 measured over Mauna Loa. • Choose standards to address. • Create a rich problem at a grade level at which you coach using the data. • Post your tasks around the room.

  20. Summarizing the Day Think Discuss Share Out • What questions still linger? • What would you like to know? • What new idea do you have? • What practice will you try?

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