common core leadership in mathematics project, university of wisconsin-milwaukee, 2011- 2012 school...
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Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011- 2012 School Year
Learning-Focused
Interactions“Putting it all
Together”
Tuesday 16 November 2011Common Core Leadership in Mathematics (CCLM)
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011- 2012 School Year
We are learning to…
Combine coaching skills to facilitate a learning focused conversation.
Coaching Skills include: Paraphrases and probes/prompts Awareness of listening blocks & pause time
We are successful when we can… Analyze the coaching skills that supported a learning focused conversation.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011- 2012 School Year
Agenda
Refresh: well-structured probes and prompts
Preparing for a Conversation: Review Individual Goals and Write Probes
Learning Focused Conversation
Small and Large Group Debrief
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011- 2012 School Year
Probes & Prompts, CCLM (Oct 2011)
As you are looking at your grade level CCSSM, describe some ways you might adjust your teaching.
Reflecting on your experiences with the Common Core and in this class, anticipate how you will adapt your fluency instruction.
After reading the CCSS-M, envision the ways this will impact student learning.
As we think about the Common Core and the emphasis on using visuals and models, reflect on what the benefits would be for student learning.
As you think about multiplication in the CCSS, brainstorm some ideas that encourage student growth by using visual models.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011- 2012 School Year
Probes & Prompts, CCLM (Oct 2011)
As you reflect on the CCSS, predict the impact that using various representations may have on student learning.
As we think about our work aligning our instruction to the CCSS, what are some of the positive impacts on student learning that you’ve noticed?
So, when you think about how you started your year, recall/reflect upon how you have incorporated standards for mathematical practices into your instruction.
Based on your understanding of the Common Core Standards, analyze your current instructional practices surrounding multiplicative comparison problems.
In thinking about aligning our curriculum to the Common Core Standards, predict some areas where our students will face some deficits in their learning.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011- 2012 School Year
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Structure: Work in groups of three.
Activity: Take a few minutes to review your own goals and those of your colleagues regarding your initial implementation of the CCSS-M.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011- 2012 School Year
Conversation Pathway
Purpose: To generate probes that can be used during a reflective conversation. Think about the conversation as a pathway.
1) Share the goal
2) Progress of implementation
3) Effect on student learning
4) Plan to increase implementation of the goal
5) Closure to focus colleague on what he or she might continue to think about
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011- 2012 School Year
Probes and Prompts
Invitation
Cognition (verb)
Topic
p. 58-59
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011- 2012 School Year
As a small group, write a probe for each step along the pathway.
1) Share the goal
2) Progress of implementation
3) Effect on student learning
4) Plan to increase implementation of the goal
5) Closure to focus colleague on what he or she might continue to think about
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011- 2012 School Year
Roles: Coach, Partner, Ghost
Structure: Three 7-minute rounds.Rotate roles for each conversation.
Ghost on the side: This person can be used by the coach to get ideas for a probe or paraphrase anytime during the conversation. The coach should use the “ghost on the side” as their resource. The ghost only talks to the coach.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011- 2012 School Year
Conversation Pathway Guide
Coach starts by using a probe to ask the partner to share the goal.
After asking the probe, pause to offer your partner time to think about a response.
After your partner responds, take time to reflect. You reflect by pausing, giving your partner time to think then offering a paraphrase.
After the paraphrase you may offer a probe to continue through the pathway.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011- 2012 School Year
Paraphrase: 3 Types 3 IntentionsAcknowledge and Clarify
– So, you’re wondering if… – You’re thinking that…
Summarize and Organize– First you’re going to…, then you will…– So, to recap you have three…
Shift Focus– Shifting up (goals, beliefs)– Shifting down (example, choice)
p. 54-55
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011- 2012 School Year
Conversation Pathway
1) Share the goal
2) Progress of implementation
3) Effect on student learning
4) Plan to increase implementation of goal
5) Closure to focus colleague on what he or she might continue to think about
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011- 2012 School Year
Small Group Debrief
Each member of the group should answer question 1 before question 2 is discussed.
1) As you think about yourself as a coach, describe what you are learning about yourself.
2) Drawing on the 3 conversations, reflect on the coaching skills that best supported thinking.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011- 2012 School Year
Large Group Debrief
Share a few insights from the small group debriefing conversations.