Welcome Back!

Effective coaching involves risk taking … by both the coach and the coachee.

Co-Planning: a grade 7 lesson• Identify the coaching practices you

observe• What were the co-planners interested in

seeing?

Co-Planning Discussion• Discuss your observations with your

group.• What observables were mentioned?• Add 1-2 indicators from MTLC or Admin.

Guide

Lesson Observation

• Use your observation guide to make notes

• Discuss your observations using the notes from your observations, not opinions.

• Role play- debrief the lesson

coach

teacher observer

Lesson Observation Debrief

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 …

Differentiating instruction… rather than consolidation

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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?

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Opening up QuestionsConventional question: You saved $6 on a

pair of jeans during a 15% off sale. How much did you pay?

vs.

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You saved $6 on a pair of jeans during a sale. What might the percent off have been? How much might you have paid?

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?

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Or..Conventional question: What is 52 + 62 + 33? vs.

12M Small

Represent 88 as the sum of powers.

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,…

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Using Parallel Tasks• Offer 2-3 similar tasks that meet different

students’ needs, but make sense to discuss together.

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Parallel Questions• 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?

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How do you know the number is more than 24?Is the number more than double 24?How did you figure out your number?

Parallel Questions• 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?

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How do you know the charge would be more than $40?How did you figure out the fee?

Big Ideas• What are big ideas about volume and

surface area?

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

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.

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.

Coach’s Role• 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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Coaching Practices/Strategies• Paraphrasing• Clarifying• Interpreting• Probing• Instructing• Summarizing

Coaching Practices/StrategiesProbing• 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

Sometimes you have to artfully provide information or direction Instructing Questions• Can I provide more information on…algebra tiles?• Would you like 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

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

What Coaching Is

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?

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.