Dates: Thursday, February 6/March 6 Time: 5:00 pm to 8:00 pm Location: Victor Scott School Aspiring...
-
Upload
edgar-barnett -
Category
Documents
-
view
213 -
download
1
Transcript of Dates: Thursday, February 6/March 6 Time: 5:00 pm to 8:00 pm Location: Victor Scott School Aspiring...
Dates: Thursday, February 6/March 6
Time: 5:00 pm to 8:00 pm
Location: Victor Scott School
Aspiring for Teacher Leadership
Aspiring for Math Teacher Leadership
•Reflection on Rounds & Coaching•Confidence Survey
•Effective Planning & Rigorous Tasks
•Coaching around Worthwhile Tasks
Facilitator: Rebeka Matthews Sousa – [email protected] Specialist Teacher for Mathematics
5:00 pm
5:15 pm
5:30 pm
6:30 pm
Key UnderstandingsDuring this session, teachers will:O Rate their confidence in various aspects
of teaching and coaching mathematicsO Reflect on their Instructional Round and
Coaching ExperienceO Deeper understanding of the coaching
model and the purpose of coachingO Have a deeper understanding of what a
rigourous task is.O Investigate how to support teachers
through Planning
Teacher Leader Confidence Survey
http://teachersites.schoolworld.com/webpages/RMatthewsSousa/forms.cfm Rate your confidence level according to each of the following statements:1. Deeply knowing the mathematics curriculum for the year level
that you teach.2. Deeply knowing the mathematics curriculum for all year levels in
your school.3. Planning effective mathematics tasks for your own year level.4. Planning effective mathematics tasks for all year levels in your
school.5. Knowing and using a variety of effective teaching strategies for
your own year level.6. Knowing and using a variety of effective teaching strategies for
all year levels in your school.7. Coaching a teacher in your school around planning effective
mathematics tasks.8. Coaching a teacher in your school around using a variety of
effective teaching strategies.
Reflection1. What did you focus on during your
Instructional Rounds?2. What did you learn from your rounds
about the Mathematics at your school?
3. Discuss your experience of being coached.
4. What did you learn about your own teaching during the session with your coach?
5. Based on your coaching experience, what is a goal that you would like to set for your own mathematics teaching?
What is the Purpose of Coaching?
OTo promote reflective practices in teachers
OUse questioning techniques to assist teachers through reflection of their lessons.
Coaching Models
BEFOREPreconferenc
ePlanning
DURINGClassroom
visitData
Collection
AFTERPost-
conferenceReflection
Developing Leadership skills
Coaching and Professional
Development
Content and Pedagogy Knowledge
Build on content knowledgeQuality Instructional practices
Develop of a common language for the elements of good teaching (using rubric)
Where to begin
ODevelop our own understandings of the curriculum/content and pedagogy
OBegin by supporting teachers through PD and Planning
OWhat does this mean for us?
Questioning
Student Engagement
Communication
TASK
Effective Planning
Checklist for Planning Effective Mathematics TasksThe Lesson Has a balance of skills: mental math, conceptual understanding, problem solving, and
computational skills May include the Three-Part Lesson as a vehicle to Teach Through Problem-solving:
(Activate Thinking, Working on it, Reflect and Connect) A good instructional task captures students’ interests and imagination and
also satisfies the following criteria.The Task(s) Are aligned with the Cambridge Objective(s). Provides a learning situation related to key concept or big ideas. Or problem is meaningful relevant and interesting to students. Cognitively demanding (solution is not immediately obvious) and there may be more
than one solution) Or problem promotes the use of one or more problem solving strategies (multiple entry
or exit points) Differentiated Requires decision making above and beyond the choosing of a mathematical operation. May encourage collaboration in seeking solutions. Resources, materials, manipulatives prepared in advanced.Assessment Variety of assessment tools to access students throughout the lessonQuestioning Questions are prepared in advance to encourage mathematical thinking and
communication of mathematical reasoning.
A visit to a mathematics classroom:
What do you see when you go into the mathematics
classrooms in your building?
What (and whom) do you hear when you go into the mathematics classrooms in your building?
Have you ever had this conversation?
What is Rigour?ChocolateA preparation of the seeds of cacao, roasted, husked, and ground, often sweetened and flavored, as with vanilla.
RigourStrictness, severity, or harshness, as in dealing with people
What’s All This Talk about rigour?Using the T-Chart, place the descriptors under
the following headings:
Learning Experiences that involve Rigour
Learning Experiences that do not involve Rigour
What’s All This Talk about Rigour?
Learning experiences that involve rigour …
Experiences that do not involve rigour …
challenge students are more “difficult,” with no purpose (for example, adding 7ths and 15ths without a real context)
require effort and tenacity by students require minimal effort
focus on quality (rich tasks) focus on quantity (more pages to do)
include entry points and extensions for all students
are offered only to gifted students
are not always tidy, and can have multiple paths to possible solutions
are scripted, with a neat path to a solution
provide connections among mathematical ideas
do not connect to other mathematical ideas
contain rich mathematics that is relevant to students
contain routine procedures with little relevance
develop strategic and flexible thinking follow a rote procedure
encourage reasoning and sense making require memorization of rules and procedures without understanding
expect students to be actively involved in their own learning
often involve teachers doing the work while students watch
What Research Says About Rigour (TIMMS Video Study, 1993)
OMost of time in US math classes is spent practicing mathematical procedures and reteaching
OThe key feature of success is that students engage in active struggle with mathematics concepts and procedures.
(Stein, 2000) 20
Defining Levels of Cognitive Demand of Mathematical Tasks
OLower Level DemandsOMemorizationOProcedures without
connections
OHigher Level DemandsOProcedures with ConnectionsODoing Mathematics
21
Levels of Cognitive Demand as Compared to Bloom’s Taxonomy
Doing Math
Procedures with Connections
Procedures without Connections
Memorization
Lowest Levels
Highest Levels
22
Verb Examples Associated with Each Activity
Lower Level of Cognitive Demands
OKnowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.
OComprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate.
23
Defining Levels of Cognitive Demands of Mathematical Tasks
Lower Level Demands
OMemorization:What are the decimal and percent equivalents for the fractions ½ and ¼ ?
OExpected Student Response:½=.5=50%¼=.25=25%
24
Defining Levels of Cognitive Demands of Mathematical Tasks
Lower Level Demands
O Procedures without connections:Convert the fraction 3/8 to a decimal and a percent.O Expected Student Response:
Fraction 3/8Divide 3 by 8 and get a decimal equivalent of .375Move the decimal point two places to the right and get 37.5 %
25
Verb Examples Associated with Each Activity
Higher levels of cognitive demand
OApplication: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.
OAnalysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
26
Defining Levels of Cognitive Demands of Mathematical Tasks
Higher Level Demands
OProcedure with connections:Using a 10 by 10 grid, illustrate the decimal and percent equivalents of 3/5.
27
Verb Examples Associated with Each Activity
Highest levels of cognitive demands
OSynthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.
OEvaluation: appraise, argue, assess, attach, choose, compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate
28
Defining Levels of Cognitive Demands of Mathematical Tasks
Higher Level DemandsO Doing Mathematics:
Shade 6 small squares in a 4 X 10 rectangle. Using the rectangle, explain how to determine each of the following:A) the percent of area that is shadedB) the decimal part of the area that is shadedC) the fractional part of the area that is shaded
Sort the Tasks into the 4 Levels of Cognitive Demand
Lower Level Demand
Memorization Procedures without Connections
Higher Level Demand
Procedures with Connections
Doing Mathematics
Be prepared to explain your reasoning.
Analyzing Mathematics Instructional Tasks
Task Level of Cognitive Demand
Explanation of Categorization
Features
A Doing mathematics
B Procedures with connections
C Doing mathematics
D Procedures with connections
E Pro with
F Pro without
G Pro with
H Memorization The task requires the recall of previously learned information. No understanding required
“textbook-like’
How do we Coach Teachers around the Task?
Building Rapport with Teachers
Coaching Ourselves around the Task
O Chapter 3 – Content Knowledge and Worthwhile Tasks
O Read p.35-38
Planning
Data GatheringReflection
Coaching around Planning Effective/Worthwhile Tasks
Coaching yourself around worthwhile tasksO Think of your own lesson that you have already
taught.O Consider the questions on p. 43. When you were
planning your lesson, did you consider these questions?
O Using planning tool 3.6 on page to rate your lesson and the task
O Use the planning tool on p.47 to redesign the same lesson. Write your answers.
O Discuss your lesson and what you would do differently with your group.
O Take a minute now to look at the reflection questions.