Coaching for Math GAINS

Peel Co-Teaching Project

Anchor Session #1

October 5, 2010

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Overview of the Morning1. Welcome, Introductions & Norms 2. Overview of Math GAINS3. What’s a Co-teaching Cycle?4. Reflecting on your practice5. On a Carousel6. Is your locker open?

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Establishing Norms Start and end on time. Contribute to a safe learning environment

that encourages risk taking; be kind. Listen actively; speak fearlessly. Invest in your own learning and the

learning of others. All electronic communication devices

off except during lunch/break. Suffering is optional!

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Math GAINS What do you Know?

What do you Wonder?

What have your Learned?

Please complete the first two columns of the KWL chart individually first, then discuss at your table.

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Research Foundation for PDResearch Says Providing sufficient time; Enlisting external

expertise; Engaging teachers in the

learning process; Challenging discourses; Providing opportunities to

interact in a community of professionals.

Math GAINS Provides

30 release days/school; Math Coach; Teachers working together in

school teams and working cross-panel;

Rethinking our approach to teaching math;

Co-planning days, anchor sessions and debriefing after demonstration lessons.

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Research Foundation for PD

Research Says Different aspects of

content are integrated; Clear links made between

teaching and learning and student teacher relationships;

Assessment is used as a focus;

Sustainability of improved student outcomes.

Math GAINS Provides Big ideas, questioning, group

work skills and problem solving;

How we teach math impacts on how well students learn and we can connect through more engaging tasks;

Formative assessment using open and parallel tasks;

Students can continue to improve.

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Research Foundation for PD

Research Says Professional instruction

sequenced; Understandings discussed

and negotiated.

Math GAINS Provides Modelling, co-planning

then teaching Active discussion with

colleagues of what works for students.

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Math GAINS - Peel Perspective Areas of focus:

Strong emphasis on co-planning and co-teaching with a facilitator.

Questioning, differentiated instruction, problem solving, big ideas, lesson goals, building discussion, manipulatives,

technology, assessment, applied programs Incorporating Transformational Practices Integrating the Math Gains process into the

PLC or TLCP

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A Co-Teaching Cycle

Share Observations

What Happens

Next?Affirm What Went

WellDiscuss What

Could Be Improved

Teach or Co-Teach

Observe and Record

Debrief

Lesson Observation

Co -Planning

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The Co-Planning Stage

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The Lesson Observation Stage

Teach or Co-Teach

Observe and Record

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The Debriefing Stage

Share Observations

What Happens Next?

Affirm What Went Well

Discuss What Could Be Improved

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Convince Me!

1. How does the participating teacher describe her usual classroom practice?

2. What is new/different for the teacher and her students in this lesson?

3. How do the students respond to the lesson approach?

4. What observations/reflections does the teacher share in the lesson debriefing?

As you watch this video, please consider the following questions:

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Self Reflection

“What can I add to my practice to help students understand the concepts I am teaching more deeply?”

A big idea of co-teaching is to reflect on your current classroom practice, whatever that may be, and ask:

“How will I know if my changes arehaving a positive impact on my students?”

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Sharing Your Experience ¥ Send at least 2 people from your team to each location.

¥ With the other people at your location, form an inside/outside circle.

¥ Each "inside" person will start. Share your answers to the self reflection questions. Take turns.

BREAK TIME!

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The Carousel Activity Use the carousel activities menu to divide

the members of your family group, evenly, among the various stations.

There will be two rotations of 15 minutes each, followed by 15 minutes of sharing with your family group.

Use the carousel organizer to make notes about the lessons you viewed, and the interviewee’s experience of the process.

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The Carousel Activity … continued

Carousel Activities Menu:Fletcher’s Creek: Grade 7 FractionsFairwind: Grade 7 Rectangle TangleBristol: Grade 8 Pythagorean TheoremR. H. Lagerquist: Grade 8 IntegersBrampton Centennial: 10D Modeling Quadratics Heartlake: 9PStephen Lewis: 10P Algebra MatchTurner Fenton: Grade 9

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The Carousel Activity ... continued

What is the difference that made the difference?

Minds On?Student groupings?A neat activity?A different consolidation strategy?

What was the co-planning and co-teachingexperience like? What was your role in the process?

THE CAROUSEL ACTIVITY ... CONTINUED

Return to your KWL chart:

What have you learned?

What are you still wondering about?

THERE ARE 1000 LOCKERS IN THE LONG HALL OF THE PEEL DISTRICT HIGH SCHOOL. IN PREPARATION FOR THE BEGINNING OF SCHOOL, THE JANITOR CLEANS THE LOCKERS AND PAINTS FRESH NUMBERS ON THE LOCKER DOORS. THE LOCKERS ARE NUMBERED FROM 1 TO 1000.

The Locker Problem

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The Locker Problem … continued In your family of schools team, identify

3 people who will act as observers. The remaining team members will work

on the problem in "the fishbowl". They may divide themselves up into smaller groups if they wish to.

Send one of the observers to the materials table to collect the forms they will use to record their observations.

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The Locker Problem … continued Explore the problem in your groups.

Various manipulatives are available for use from the materials table.

Record your findings on chart paper. Be sure to explain the mathematics

that will justify why your answer is correct.

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The Locker Problem … continuedWhen the school's 1000 students return from summer vacation, they decide to celebrate the beginning of the school year by working off some energy.

Student #1: opens every locker. Student #2: starts at locker #2 and closes every 2nd locker.Student #3: starts at locker #3 and opens or closes every 3rd locker. This process continues ... until all 1000 students have entered the school.

Which locker doors are open once every student has arrived?

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Consolidation of the Locker Problem

Life in the Fishbowl observers share their observations with their team members

Presentation of Solutions a math congress

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Welcome Back!

Effective teaching involves risk taking … by both the teacher and the student.

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Overview of the Afternoon1. Differentiating Instruction through

the use of open questions. 2. Strategies for opening-up

questions?3. A few words About logistics.4. It’s your turn to plan.

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Using open questions for assessment for learning

An open question, as a minds-on activity, provides valuable information about how to proceed with your lesson.

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Using open questions for assessment for learning

It might tell you that your students already know what you were planning to teach.

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Using open questions for assessment for learning

It might tell you some unanticipated directions you will need to take with some students.

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Minds On

A linear growing pattern starts at -10 and grows very slowly.

What might the pattern be?

Describe the linear growing pattern -10, -9, -8, -7, … .

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What made the first question open?

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ContrastOpen:

Write an equation and solve it.

Less Open: Solve 3x-2 = 8. Describe your strategy.

What made the first question open?

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Contrast

Open: A graph passes through the points (2,4) and (3,8). Describe a relation the graph could represent.

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… some possible answers are:

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Not open: A line passes through the points (2,4) and (3,8). Write the equation of the line.

What made the first question open?

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One strategy is to start with an answer and create a question.

For example, a growing pattern has 20 as the 9th term. What could the pattern be?

Creating Open Questions …some fail-safe strategies

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Another is to ask for similarities and differences. For example, how is factoring

x2 +5x+6 like and different from

factoring 3x2 - 2x – 8.

Fail-safe strategies … continued

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Another is to let the student choose values.

For example, ask students to choose values for and and graph x + y = 8.

Fail-safe strategies … continued

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At each table, you will receive a set of questions. Some questions are open, others are not so open.

Sorting Open Questions

Sort the questions into two groups: Open and Not Open

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Opening Up Questions Work with a partner to try to "open" up as

many of the questions in the "not so open" pile as you can.

Use the Assessing My Questions handout as a guide.

Share your work with others at your table.

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What Does a Co-Planning and Co-Teaching Cycle Feel Like?

Today, you participated in discussions similar to what happens during the co-planning process.

Except, when you co-plan you focus on your course, your students, their learning needs, as well as your own learning needs.

The Co-teaching and Debriefing are the other parts to the cycle.

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Logistics Each school has 30 release days for co-

planning and co-teaching with a facilitator.

Share the fun across your school / dept. Use PAM code 835 for your coverage. Copy Wendy Telford on all meetings

and requests for coverage. Keep your principal informed. More details coming soon about possible

purchases.

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Planning Time Determine the ideal focus and structure

of your co-planning time. Who will meet? (by grade, cross-grade, cross-panel,

cross- family)

Goals? What do you want to learn or try? Meeting rooms and resources to book? Ideal month to meet?

Sign up on the Facilitator’s Calendar (this is part of your exit ticket)

Aim to complete one co-teaching cycle within your Family by the Winter Break

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Exit PassSome things I would like to learn about or try … or have my group try are:

Teaching Through Problem Solving Differentiating Instruction Open Questions Parallel Tasks Technology Manipulatives On-line Resources Big Ideas

Lesson Goals MATCH Template Assessment for/of Learning Building a MTLC Other __________________