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![Page 1: Unpacking coaching conversations in Numeracy in primary and secondary school settings Ghiran Byrne Linda Dimos Silvia Kalevitch NMR.](https://reader036.fdocuments.in/reader036/viewer/2022062417/5516e82a55034603568b47f1/html5/thumbnails/1.jpg)
Unpacking coaching conversations in Numeracy in primary and secondary school settings
Ghiran ByrneLinda DimosSilvia Kalevitch
NMR
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Structure
1. Silvia Kalevitch
- Whole school approach
2. Ghiran Byrne
- Conversations to build a maths culture in
the classroom
3. Linda Dimos
- Conversations at the individual level
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Unpacking coaching conversations in Numeracy in Secondary School settings
Silvia Kalevitch
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First impressions…• 2o school settings: structure not as clear (huge schools)
• Issues getting started as a coach, managed these & started getting accepted/credibility
• Teachers picked for coaching not necessarily most suited (class room management issues, not ready…)
• Observed everyone doing own thing – no consistency, course not there, kids doing different things in different classes & given different assessment…
• No base line How can we teach to improve student outcome??? ??? Impact of Coach???
• Asked to get course outline from somewhere else…
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Mathematics
‘………..’ College
Year 8 2008Course PlanEach semester consists of 30 classes of core mathematics skills work 18 classes doing task centre activities 18 classes working mathematically activities 14 homework sheet tasks Topic, Dimension and Chapter
Semester 1 Semester 2
Positive and Negative Numbers (NU) Chap 2
Percentage(NU ) Chap 11
Algebra Expressions (ST) Chap 3
Indices(NU) Chap 14 (First two laws)
Perimeter and Area (MECD) Chap 4
Linear Equations (ST) Chap 7
Fractions, Decimals, Ratios(NU) Chap 6
Surface Area, Volume (MECD) Chap 9
Shapes(SP) Chap 8
Probability, Simulation (MECD) Chap 12
Cartesian Plane (SP/ST) Chap 10
Textbook – Essential Mathematics VELS Edition Year 8 (Cambridge)
Course used
at a
secondary
school in
2008…
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Year 10 2008 – Semester 1 Timeline
Week Date Topic Course Work
1 01/02/2008 Number. Rational & Irrational Numbers [Ex 1A – 1D]
Chapter 1
2 08/02/2008 Number. Rational & Irrational Numbers [Ex 1A – 1D]
Chapter 1
3 15/02/2008 Structure: Algebra & Equations Chapter 2
4 22/02/2008 Structure: Algebra & Equations Chapter 2
5 29/02/2008 Structure: Algebra & Equations Chapter 2
6 07/03/2008 Structure: Algebra & Equations Chapter 2
7 14/03/2008 Space: Linear Graphs Chapter 3
8 21/03/2008 Space: Linear Graphs Chapter 3
1 11/04/2008 Space: Linear Graphs Chapter 3
2 18/04/2008 Space: Linear Graphs Chapter 3
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Context
• There were some agreed course aims, however there is considerable variation in how individual teachers interpret, implement & deliver the curriculum
• Many inexperienced teachers in need of assistance & some willing to develop
• Similar situation in both schools
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Aim
To develop a documented course outlines, assessment tasks, capacity matrix and assessment rubrics and agreed teaching practice for consistent application from Year 7 – 10 Mathematics in both schools
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Action:
• Ongoing discussion between Coach, Principals & RNL
• RNL & Coach put forward proposal to schools
• RNL approached leadership from schools for agreement that there was an issue
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Administration (1)
• With the agreement of the two principals and support from RNL, a team of four teachers from each school was selected whose task was to meet and develop course outlines (2 hr meetings per fortnight)
~ 5 meetings in Term 4 2008
• Teachers released for meetings
• The selected staff were given time or payment for additional duties if the work to be done was additional to their current role (negotiated with their principals)
• Each staff involved was responsible & expected to write/document specific sections of the course outlines as agreed in the working group meetings
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Administration …(2)
• Meetings facilitated by T & L Coach and RNL
• Teams from both schools plus their Principals attended the meetings
• Learning area /faculty convenors in both schools had the additional responsibility of coordinating staff members involved from their schools, liaising with Coach & communicating the process to the remainder of the faculty
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Framework(1)
• Work done by core group of teachers from each school that met fortnightly to develop the course
• Initially developed outlines for Semester 1 2009 (currently used and evaluated in the process) with Semester 2 to be developed early in 2009 for delivery in Semester 2 2009
• Used an agreed documentation format …
• Incorporated good practice that already exists at both schools
• Based on VELS, incorporating HRLTP (John Munro)
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Framework … This group is also developing process and
strategies:
• To ensure all maths staff in the two schools adhere to the course outline, assessment tasks and agreed teaching practices developed
• Develop a plan to grow ownership and ongoing evaluation and development of mathematics continuum
• Develop a plan to induct new staff & professionally develop new & existing staff
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Role of this group:
What it will mean to be part of this group?? Leadership discussion at first meeting
Invest the Team with a moral purpose &
a sense of leadership,
challenge & ownership of the problem.
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Plan & Document Curriculum → Introductory session
Purpose:• Setting the scene. Where are we at? Look at schools data (On Demand, SNMY, VELS teacher judgement & NAPLAN)
Beliefs & Understandings (role of this group):• What do we know about our clientele (DATT – consider all
factors, blockers…) • Bone diagram & Pedagogy teaching tool (structured discussion
tools) Setting goals for teachers to improve outcomes• What does good Maths teaching & learning look like? A shared understanding of the problem and the task• Fractions & Decimals DVD (snippets)
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Homework…• At end of session each session teachers were allocated
tasks to be completed in two weeks
• Teachers worked in pairs - became experts in one dimension (Number, Space, MCD & Structure) each plus Working Mathematically
To summarise the Learning focus within
their designated dimension VELS 3 – 6 and
Working Mathematically within their
dimension (using Venn diagrams).
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Whole numbers (+ and -)
Size and ordering of whole numbers
Fractions and equivalent forms of
Decimals, +,-,x,ing decimals and fraction
Multiples (LCM)
Factors (LCF)
factor sets/trees
rectangular arrays
Square, composite and prime numbers
Simple powers of whole numbers
Ratio and percent of common fractions
Division and remainders as fractions
Estimations
Integers, decimals and common fractions on a number line
Money
Fraction equivalents
Ratio
Estimations
Factors and primes
Squares
Arithmetic computation involving rational numbers
Powers of numbers
Natural numbers as products of powers of primes
Fraction equivalents:
for a fraction in simplest form
as decimals, ratios and percentages
Decimal equivalents for the unit fractions
Calculate and estimate squares and square roots, and cubes and cube roots of natural and rational numbers
Evaluate natural numbers and simple fractions given in base-exponent form
Express natural numbers in binary form, and add and multiply numbers in binary form.
Compare quantities using ratio
Estimation and rounding
Arithmetic computation involving rational numbers
Approximations to π in related measurement calculations
Using technology for arithmetic computations
Real numbers
rational numbers in fractional and decimal (terminating and infinite recurring) forms
irrational numbers have an infinite non-terminating decimal form
decimal rational approximations for square roots of primes, rational numbers that are not perfect squares, the golden ratio φ, and simple fractions of π
Euclidean division algorithm to find highest common factor of two natural numbers
Arithmetic computations involving natural numbers, integers and finite decimals.
Computations involving very large or very small numbers in scientific notation
Arithmetic computations with fractions, irrational numbers (eg square roots) and multiples and fractions of π
Computations to a required accuracy in terms of decimal places and/or significant figures
Rational numbers in fractional and decimal form
Arithmetic operations with rational numbers
Estimation and rounding for decimals
Some calculations with powers
Some approximations with π
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Further sessions…• Course outlines were mapped out from each
dimension for Years 7 – 10 (Slide 19)• As a group - discussed and put together as sequence
and content• Time frames were allocated for the units• Teachers then collected suitable resources to add to
their course outlines within their dimensions (this was the longest and most difficult part)
• Progress was monitored and discussed at each meeting
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Year 7 Course OutlineDimension: Number
Level 5 Standards Year 7
Semester 1
Arithmetic computations (mental and/or written methods) involving rational numbers Place value to determine the size and order of whole numbers
Whole Numbers-Place value
oTens of thousands, and decimals to hundredths (3.0)oSize and order of small numbers (to thousandths) and large numbers (to millions) (4.0)
-Rounding numbersoNearest ten, hundred or thousand (3.0)
-Adding and subtracting whole numbersoAddition and subtraction involving numbers up to 999 (3.0)
-Multiplying and dividing whole numbersoAutomatic recall of multiplication facts up to 10 x 10 (3.0)oMultiplication and division of single digits (3.0)oInverse relationship between multiplication and division (3.75)oMultiplication by increasing and decreasing by a factor of two (3.75)oDivision of integers by two-digit divisors (5.0)
Factor sets for natural numbers and express these as powers of primesSimple powers of 2, 3 and 5
Calculate and estimate squares and square roots, and cube and cube roots of natural and rational numbers.Natural numbers and simple fractions in base-exponent form.
Number Patterns-Powers
oSquare numbers using a power of 2 (3.25)oSimple powers of whole numbers (4.0)oSquare numbers up to and including 100 (4.25)oUse of index notation to represent repeated multiplication (4.25)oCalculation of squares and cubes of rational numbers (4.75)oMental computation of square roots of rational numbers associated with perfect squares (4.75)oTechnology to confirm the results of operations with square and square roots (4.75)
-Multiples and factorsoMultiples of 2, 3, 4, 5, 10 and 100 (3.0)oMultiples and powers of 10 (3.0)oCreation of sets of multiples of numbers and their representation in index form (3.75)oSets of number multiples to find lowest common multiple (4.0)oFactors in terms of the area and dimensions of rectangular arrays (4.0)oFactor sets and highest common factor (4.0)
-Primes, composites and factor treesoIdentify prime and composite numbers (4.0)oFactor trees for the expression of numbers in terms of powers of prime factors (4.5)
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Achievement Milestones (end of 2008)
• By end of 2008, Semester 1 Year 7 – 10 Curriculum documented and ready to launch for 2009
• Developed ownership and shared approach among group (no longer working in isolation)
• Effective team (Maths) leaders – assigned a year level each to manage within their own school
• Agreed high expectations for staff (teams) and students
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What next… 2009 Team leaders in their school have responsibility (Year 7 – 10). Their task
(made explicit):• Lead regular team meetings (effective teams – common planning time)• Ensure curriculum adhered to and developed• Support teachers in their level team – improve Maths dialogue,
moderate work• Assist with introduction of formalised process of classroom
observation, modeling and coaching• Develop courses for Semester 2 (to be completed by mid Term 2)• Use regular assessment for learning. Over time gather and analyse
own data, becoming better informed• Give teachers a moral purpose - Case manage kids who are shared
with whole team (develop bank of strategies to teach them)
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Milestones needed for change in practice and behaviour:• Open up their practice in a supportive environment, build
consistency in content and methodology, capacity and ownership of curriculum
• Establish formalised coaching and modelling of good practice between members of the year level teams.
• ‘Learning Walks’ – the model for classroom observations to be implemented in Term 2
• Our approach to teacher capacity building will be built around teachers sharing professional dialogue (effective teams) and using data (to inform their understanding of students and of their practice as teachers)
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Developing a Maths Culture
Building Relationships
Ghiran Byrne
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Developing a Maths Culture Weekly OutlinePurpose Lesson sequence Resources
Day 1 To discover students’ perceptions of mathematicsTo identify similarities and differences between student and parent To discover what prior knowledge students are bringing to school
What does maths look, feel and sound likeIn small groups use Structured brainstorm- 4-5mins on each question- What is maths?-Where do we use it?-What makes someone good at maths?-What can help you with maths?-Share and list responsesHomework task-Students ask the above questions to parents-Collate and compare homework task resultsWhat similarities and differences did you find between student and parent responses?Display in room
A3 paperTextas
Day 2 Can students identify maths as more than just numbersCan students identify the role of maths in everyday life
Where is the maths?- Distribute postcards-Ask students where is the maths in the postcard?What do you now know about maths?Can we add any further information to our “what is maths” brainstorm?
PostcardsA3 white cover paper
Day 3 To discover students’ attitude and feeling towards maths
This picture makes me think….Use postcard to express feelings/thoughts/attitudes about maths
PostcardsPaperPencils
Day 3 To discover students’ attitude and feeling towards maths
Attitude to mathsConsensogram-Students place post-it note on scale 1.Hate it, find it difficult, do not enjoy it and do not see its purpose, do not think I am any good at it5- I like it, I find it challenging but I see its purpose. I think I am alright at it10- Love it! I am good at it, I enjoy solving puzzles and problems, I get excited about it
-Signs-Scale-Post-it notes-A3 paper-Coloured pencils
Day 3 cont. To discover students’ attitude and feeling towards mathsCan students identify the role of maths in everyday life
Analogies Model- How can maths be like a car?Provide examplesMaths is like a telephoneMaths is like a rollercoaster-Students independently draw and write(brainstorm)( how maths is like something-ShareDisplay responses
-A3 Paper
Day 4 To find out what are students perceptions of what makes someone good at maths
Maths stereotypesWhat is a stereotype?-DiscussTrue/false statements -Categorise/Debate
Stereotype cardspaper
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Purpose
• To provide teachers with tools that can be used to discover students’ beliefs, attitudes and perceptions/misconceptions
• Providing teachers with opportunity to observe what students have to say and think about maths
• To provide an opportunity where coach and teacher can share in professional discussions
• To enable teachers to use this information for future planning purposes
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What does maths look, feel and sound like?
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Teacher’s Observations and Comments
- “Students see maths as number”- “So many students think being good at times tables
makes someone good at maths”- “They are not making the connection between terms eg
fractions decimals percentages”- “many of the students hold the same beliefs about maths
as their parents e.g.: maths is times tables, maths is hard or maths is about thinking, problem solving, taking risks”
- “No mentions as maths being about patterns or estimation”
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Day 2: Where is the maths?
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Day 2: Where is the maths?
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Day 2: Where is the maths?
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- “seeing task as how many of something, how much something costs”
- “interesting the use of words, instead of being specific, they are very general”
Teacher’s Observations and Comments
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Day 3: Attitude to Maths
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- “Did they mark themselves high to please me?”
- “Girls were fairly positive in their response”
- “These boys are good at maths, but they gave themselves a low score”
- “It has been interesting when we have revisited, students have changed their rating for different maths topics”
Teacher’s Observations and Comments
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Day 4: Analogies
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Day 4: Analogies
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Day 4: Analogies
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• “They were able to think outside the box with this activity and become creative about maths”
• with a little bit of prompting they started to give ‘real life’ examples – this highlighted the need to teach using real life activities”
Teacher’s Comments and Observations
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Teacher Reflection
• “I noted the importance of finding out how the students think and feel about maths and developing a new maths culture in order to dispel or challenge any misconceptions about mathematics that the students may have and to guide future teaching”.
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As a Coach• The teacher gets to know their students before delving
into the content
• It has made the thinking visible
• Encourages teachers to actively promote mathematics
• Valuing and encouraging maths in a range of contexts
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Coaching conversations at the individual level
Conversations at the whole school level
Conversations at the PLT/classroom level
Coaching conversations at the individual level
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Skills/Motivation Matrix
High Skills
Low Skills
Low
Motivation
High
Motivation
Coachee A
Coachee B
Coachee C
• Low motivation• Confident teacher• Strong leadership skills
• Relatively low motivation• Sound teaching and learning skills• Willing to try new things with support
• Low motivation• Lacked confidence in teaching skills• Overwhelmed
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Skills/Motivation Matrix
High Skills
Low Skills
Low
Motivation
High
Motivation
Inspire Delegate
Direct Guide
COACHEE A• Low motivation• Confident
teacher• Strong
leadership skills
COACHEE B• Relatively low motivation• Sound teaching and learning skills• Willing to try new things with support
COACHEE C• Low motivation• Lacked confidence in teaching skills• Overwhelmed
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Conversations…
Inspire Delegate
COACHEE A• Low Motivation• Confident teacher• Strong leadership skills
Conversations revolved around…
1. Building leadership skills through engaging in conversations about improving student outcomes
2. Inspiring innovation and ownership over the initiative – sharing/reflecting
3. Delegate leadership responsibilities to Coachee A – coaching/facilitating
4. Short term actions with immediate success
![Page 46: Unpacking coaching conversations in Numeracy in primary and secondary school settings Ghiran Byrne Linda Dimos Silvia Kalevitch NMR.](https://reader036.fdocuments.in/reader036/viewer/2022062417/5516e82a55034603568b47f1/html5/thumbnails/46.jpg)
COACHEE B• Relatively low motivation• Sound teaching and learning skills• Willing to try new things with support
Conversations…
Guide Delegate
Conversations revolved around…
1. Building on current teaching skills
2. Trying new things – share and reflect
3. What success the coachee is looking to achieve
4. Risk taking/challenging
![Page 47: Unpacking coaching conversations in Numeracy in primary and secondary school settings Ghiran Byrne Linda Dimos Silvia Kalevitch NMR.](https://reader036.fdocuments.in/reader036/viewer/2022062417/5516e82a55034603568b47f1/html5/thumbnails/47.jpg)
COACHEE C• Low motivation• Lacked confidence in teaching skills• Overwhelmed
Conversations…
Direct Delegate
Conversations revolved around…
1. Identifying and setting clear goals with clear timelines
2. Having conversations about ‘what might need to happen next’
3. Risk taking
4. Reflection
![Page 48: Unpacking coaching conversations in Numeracy in primary and secondary school settings Ghiran Byrne Linda Dimos Silvia Kalevitch NMR.](https://reader036.fdocuments.in/reader036/viewer/2022062417/5516e82a55034603568b47f1/html5/thumbnails/48.jpg)
Skills/Motivation Matrix
High Skills
Low Skills
Low
Motivation
High
Motivation
Coachee A
Coachee B
Coachee C
Coachee A
Coachee B
Coachee C
• More focussed on data and student outcomes
• Developing ability to ensure purposeful teaching at a range of levels
• Developing leadership skills
• Planning lessons to cater for student diversity – data use
• Building on repertoire of teaching skills
• Structure and delivery of lessons
• Mathematical content knowledge increased
• Sequential planning
• Lesson delivery
![Page 49: Unpacking coaching conversations in Numeracy in primary and secondary school settings Ghiran Byrne Linda Dimos Silvia Kalevitch NMR.](https://reader036.fdocuments.in/reader036/viewer/2022062417/5516e82a55034603568b47f1/html5/thumbnails/49.jpg)
Action ResearchBoreman et al (2005, pp 70-71) found:
“only tenuous links between professional development and
classroom instruction for many teachers. Most teachers seemed
to experience a disconnection between their professional development experiences and their day to day classroom experiences.” (cited in Fullan, M; Hill, P; Crevola, C (2006); Breakthrough, p. 23)
• Prompted me to work within an Action Research model to promote ‘collective responsibility’ and gather tangible evidence of improvement
![Page 50: Unpacking coaching conversations in Numeracy in primary and secondary school settings Ghiran Byrne Linda Dimos Silvia Kalevitch NMR.](https://reader036.fdocuments.in/reader036/viewer/2022062417/5516e82a55034603568b47f1/html5/thumbnails/50.jpg)
Action Research• Discussed the action research model
• Linked theory to practice
• Collected baseline data
• Set ‘action’
• As action research progresses, can see a more tangible improvement in skill level
![Page 51: Unpacking coaching conversations in Numeracy in primary and secondary school settings Ghiran Byrne Linda Dimos Silvia Kalevitch NMR.](https://reader036.fdocuments.in/reader036/viewer/2022062417/5516e82a55034603568b47f1/html5/thumbnails/51.jpg)
Reflection…
What type of conversations do you envisage you might need to have?
• -Whole school
• -Classroom and team
• -Individual level
![Page 52: Unpacking coaching conversations in Numeracy in primary and secondary school settings Ghiran Byrne Linda Dimos Silvia Kalevitch NMR.](https://reader036.fdocuments.in/reader036/viewer/2022062417/5516e82a55034603568b47f1/html5/thumbnails/52.jpg)
Contacts
For further information, please do not hesitate to contact :
• Ghiran Byrne – [email protected]
• Linda Dimos – [email protected]
• Silvia Kalevitch – [email protected]