Welcome Back!

1. Welcome Back! Effective coaching involves risk taking … by both the coach and the coachee.

3. Co-Planning: a grade 7 lesson • Identify the coaching practices you observe • What were the co-planners interested in seeing?

4. Co-Planning Discussion • Discuss your observations with your group. • What observables were mentioned? • Add 1-2 indicators from MTLC or Admin. Guide

5. Lesson Observation • Use your observation guide to make notes

6. Lesson Observation Debrief • Discuss your observations using the notes from your observations, not opinions. • Role play- debrief the lesson coach teacher observer

7. Probing Questions …for lesson debrief • What might have happened if…. • In what way(s) could… • What’s another way…. • What would it have looked like if…. • I noticed that … • I wondered about … • Did you consider …

8. Differentiating instruction… rather than consolidation 8

9. 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? 9

10. 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. M Small 10

11. 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? M Small 11

12. Or.. Represent 88 as the sum of powers. Conventional question: What is 52 + 62 + 33? vs. M Small 12

13. How could you open up these? 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,… 13

14. Using Parallel Tasks Offer 2-3 similar tasks that meet different students’ needs, but make sense to discuss together. 14

15. 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: 2/3 of a number is 24. What is the number? Task C: 40% of a number is 24. What is the number? 15

16. Parallel Questions How do you know the charge would be more than $40? How did you figure out the fee? • Task A: One electrician charges an automatic fee of $35 and an hourly fee of $45. Another electrician charges no automatic fee but an hourly fee of $85. What would each company charge for a 40 minute service call? • Task B: An electrician charges no automatic fee but an hourly fee of $75. How much would she charge for a 40 minute service call? 16

17. Big Ideas • What are big ideas about volume and surface area?

18. Co-Plan Lesson • Relationship between volume and surface area of rectangular prisms • Grade 8 or grade 9 • Use Lesson Planning Guidelines √ Big Ideas √ Prior Knowledge √ Student Misconceptions √ Lesson Goals √ Big Question • Peer review tomorrow

19. 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.

20. 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.

21. Coach’s Role 21 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

22. Coaching Practices/Strategies • Paraphrasing • Clarifying • Interpreting • Probing • Instructing • Summarizing

23. Coaching Practices/Strategies Probing • Often these questions are asked in the co-planning stage • The coachee often doesn’t have an immediate answer – wait time! • Coachee thinks deeper about the matter being discussed • Helps create a paradigm shift • Empowers the coachee to develop habits of mind • Moves thinking from reaction to reflection

24. Sometimes you have to artfully provide information or direction Instructing Questions • Can I provide more information on…algebra tiles? • Would youlike me to provide a list of…possible websites? • If you have not seen/heard …. of TIPS, would you like me to show you how where to find them and walk through a lesson with you? • Research seems to show that…adolescent learners are often not ready for abstract thinking • Some teachers find it helpful to… design a word wall with students

25. Co-Plan Lesson • Relationship between volume and surface area of rectangular prisms • Grade 8 or grade 9 • Use Lesson Planning Guidelines √ Big Ideas √ Prior Knowledge √ Student Misconceptions √ Lesson Goals √ Big Question • Peer review tomorrow

26. What Coaching Is

27. Next Steps • Coaching Wiki • http://gains-coaches.wikispaces.com/ • Ask-A-Coach • Apr. 1 & 2: check wiki for details • Feedback Form • What did you find valuable? • What further support do you need?

28. Homework Reading • Are You Coaching Heavy or Light?, Joellen Killion http://www.microsoftmathpartnership.org/coachescorner/Coaching_Heavy_Light.pdf • CIIM research: ‘Changing practice: Dilemmas, challenges, supports’,Dr. Christine Suurtamm, University of Ottawa • Further thought about the Surface Area and Volume lesson.