Math and Science Coaches

Kris Lindebladklind11@comcast.net

Washington State

Welcome!Goals for Today

Continue to Build a Community of Coaches

Increase Knowledge about Adult Learners

Plan Strategies for Working with Adult Learners

Interact with Standards and Rich Tasks

Ice BreakerReflect on your own work

One thing you have accomplished as a coach One thing you want to accomplish as a coach

Meet your cohorts Find 6 other people from different tables to fill in

your hexagon Record their name, job and school, one thing they

have accomplished, one thing they want to accomplish

One “unique” fact about each person

Ice BreakerReturn to your table and share the story of

one person you met.

Tables share their favorite story with the group.

Adult LearnersYouth Learners Adult Learners

Subject Oriented Problem Centered

Future Oriented Results Oriented

Directed by Others Self-Directed

Accept New Information Skeptical of New Infor.

Will Postpone Applications Demand Applicability

Strategies for AdultsAdults have years of experience and

a wealth of knowledge.

1. Use adult learners as resources for yourself. 2. Use open-ended questions to draw out knowledge. 3. Provide opportunities for dialogue among learners.

Strategies for AdultsAdults have established beliefs,

values and opinions.

1. Clarify your expectations. 2. Permit debate and the challenge of ideas. 3. Protect minority opinions among adults.

Strategies for AdultsAdults expect to be treated as

adults.

1. Treat comments and questions with respect. 2. Acknowledge the contributions of others. 3. Do not necessarily expect agreement.

Strategies for AdultsAdults need to feel self-directed.

1. Engage others in the design of learning. 2. Expect to use more than one medium for learning. 3. Expect learners to want control over pace and start/stop times.

Strategies for AdultsAdults have a problem-centered

approach to learning.

1. Immediately connect new skills and knowledge to current problems/ situations. 2. Use participatory techniques. (i.e. case studies and problem solving groups)

Strategies for AdultsAdults have more variation in

learning styles.

1. Use a variety of teaching materials and methods to take into account differences in style, time, types and pace of learning.

Strategies for AdultsInstruction for adults is more effective if…

It is learner centered.

It balances new material and its applications.

It allows participants to have some control.

It’s Not Always Easy

Learning StylesMake a team of 4 different paperclips. Find a

place to sit.

Number 1 – 41. Extravert/Introvert2. Sensing/Intuition3. Thinking/Feeling4. Judging/Perceiving

Learn about your style with others. Create a graphic to hold your thinking.

Share back in your groups.

Narrow the FieldFind the characteristics of these 4 groups.ST

SF

NT

NF

Who are you?

Teacher StyleChoose one teacher you are assigned to.

Complete the style sheet using your new information to plan.

What questions do you have?

How will you put this information to use?

Rich Tasks…might be set in contexts which draw the

learner into the content either because the starting point is intriguing or the content that emerges is intriguing.

are accessible and have an entry point for each student.

have natural extensions which allow all students to be challenged.

allow for different methods and different responses (different starting points, different middles and different ends).

Rich Tasks…have the potential for revealing patterns

or lead to generalizations.have the potential to reveal underlying

principles or make connections between areas of mathematics.

encourage collaboration and discussion, encourage learners to develop confidence

and independence as well as to become critical thinkers.

Creating Rich Tasks Use the information about CO2 measured

over Mauna Loa.

Choose standards to address.

Create a rich problem at a grade level at which you coach using the data.

Post your tasks around the room.

Summarizing the Day

Think Discuss Share OutWhat questions still linger?

What would you like to know?

What new idea do you have?

What practice will you try?