Coaching for Math GAINS Professional Learning Day 2 PM
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Transcript of Coaching for Math GAINS Professional Learning Day 2 PM
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Coaching for Math GAINSProfessional Learning
Day 2 PM
Irene McEvoy [email protected] Zimmer [email protected]
September 17, 2009
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Changing practice: Dilemmas, challenges,
supports Dr. Christine Suurtamm, University of Ottawa
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What does the CIIM report say?
As we work together improving practice, what implications does the article suggest?
Taking turns discuss something that you found interesting. (10 min.)
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Josh’s Dilemma: Role Play of Initial Meeting
• Determine who will play the roles of coach, teacher (Josh), and observer.
• Josh reads only the first paragraph to find out who she is and what she is about.
• Role play an initial meeting between Josh and coach – observer notes paraphrasing, clarifying and interpreting questions.
5 minutes
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Josh’s Dilemma: Role Play Initial Meeting - Debrief
• Observer goes first: what did you notice? What question stems did you identify? What might have been different.
• Josh talks next.
• Coach talks last.2 minutes each
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Josh’s Dilemma: Role Play Co-Planning Session• Switch roles.• Everyone reads the second paragraph.• Role play a co-planning meeting that
focuses on question #1.• Observer notes probing questions and
instructing questions.• Coach to summarize the meeting at the 1
minute timer. 7 minutes + 1 minute to summarize
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Josh’s dilemma: Role Play Co –Planning Session - Debrief
• Observer goes first: what did you notice? What was well done? What might have been different?
• Josh talks next.
• Coach talks last.
2 minutes each
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Josh’s Dilemma: Role Play Debrief of the Dilemma
• Switch roles.
• Everyone reads the third paragraph.
• Role play a meeting that focuses on question #2.
• What question stems might you use?
• 7 minutes + 1 minute summary
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Whole Group Debrief
• What strategies were discussed in planning with the Big Ideas in mind?
• What strategies were discussed to handle Josh’s dilemma regarding marks?
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What will you experience?• Discuss in your group topics you might be faced
with as a coach.• Identify one dilemma/challenge to work on
State on the chart paper:• Details you expect around this issue• Why this may be an issue you are dealing with• Other things that come to mind • Post your case study• Form working partners (groups of 2 or 3)
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Each group select an issue
• Role play around the issue using question strategies.
• 2 minutes on the initial meeting• 10 minutes discussing the topic as if it
were part of a co-planning session (select the content you’ll be discussing)
• 1 minute to summarize• Post your strategies on the chart paper.
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Graffiti
• Rotate to the next issue
• Add any new strategies that come to mind
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Frayer Model … Revisited
Definition Characteristics
Examples
Non-examples
Coaching
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Importance of Administrators
• How will you engage your administrator?
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Lucy West: Changing school culture• What are some strategies?
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Coaching Resources
http://gains-coaches.wikispaces.com/
http://www.curriculum.org/secretariat/archive.shtml
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Ministry Resources• TIPS: Lessons, Planning, Continuums &
Connections, Processes,…• CLIPS, Gizmos• Professional Learning Packages: Problem
Solving, DI, Assessment,…)• Coaching
www.edugains.ca
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Instructional Resources
Cathy Fosnot
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Lucy West: Coaches Toolkit
• What do you think it should contain?
• What does Lucy say?
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Outside circle faces in, inside circle faces out.
Outside circle answers:
My next step as a math coach is …
Inside circle answers:
The best thing about being a math coach is…….
Inside/Outside Circle:
Outside circle ROTATES one place, answer opposite statement
to your new partner . . .And Again . . .
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• Find 1-2 people to contact in a month to discuss your progress.
• Exchange contact information.
• Set a date.
Make an Appointment
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Feedback Please
• How did we do?– What did you find valuable?
• What further support would you need?
Final feedback form is a tear off at the back of your package. Please complete it and hand it in.
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It's a long journey … so, take the Greyhound!
Start where they are … take them somewhere new …
and challenge them to find their own way to the next destination.
In bus rides and life … it's got to be the goin', not the gettin' there that's good.
-Harry F. Chapin