SCIENCE LEADER’S DIALOGUECOACHES

DECEMBER 7, 2010

PLANNING FOR TEACHING AND LEARNING

Presented by Ava D. Rosales, PhDInstructional Supervisor

Miami-Dade County public SchoolsDivision of Mathematics, Science and Advanced Academic Programs

WELCOME BACKMake a Name Tent and include:

1. NAME2. SCHOOL3. Sketch an image that comes to mind based on statement below

What does ideal teaching and learning look like?

AGENDA Goals of the Inservice Coaching Updates

Data analysis Instructional Focus Calendars Classroom visits

Reviewing student work and alignment to standards

Resources and Web Sites

GOALS FOR THE SESSIONGOALS FOR THE SESSION

◦ Review responsibilities of a Coach◦ Reflecting on student work◦ Coaching with an “explicit-reflective”

approach.

NORMS

Participate Actively Ask questions Learn by doing Set your own learning into action _______________________________

Bathroom and Electronic Devices

COACHING UPDATES – NEWS FROM THE FIELD

ROLES AND RESPONSIBILITIES OF A COACH

Peer Support Positive attitude Reflective feedback

Data Analysis Instructional Focus Calendars

Student Support Professional Development

Teacher needs survey

SECONDARY BENCHMARK REMINDERS

Baseline Test Items that should have been learned in previous grades – a type of “Fair Game” principle applied, Grade 8.Questions:3, 4, 5, 8, 10, 11, 12, 14, 16, 18, 19, 21,

22, 23, 24, 25, 27, 28, 29, 30, 31, 32, 35, 36, 37SC.A.1.3.1, SC.A.2.3.2, SC.B.1.3.1, SC.B.1.3.6, SC.B.2.3.1, SC.C.2.3.4, SC.C.2.3.6, SC.D.1.3.1, SC.D.1.3.3, SC.D.1.3.4, SC.F.1.3.1, SC.F.1.3.4, SC.G.1.3.4, SC.G.2.3.2, SC.G.2.3.4, SC.H.1.3.1, SC.H.1.3.2, SC.H.1.3.4, SC.H.1.3.5 Note Genetics was addressed in Comprehensive Science 2, Advanced (F.2.3.2 and F.2.3.3)

65.8% covers prior knowledge

Helping students to make connections within the content, between content areas, and to the real world

"How does this relate to...?"

"What ideas that we have learned before were useful in solving the problem?"

"Have we ever solved a problem like this one before?"

"What uses of mathematics [science] did you find in the news last night?"

"Can you give me an example of ... in the real world?"

QUESTIONS TO STIMULATE STUDENT THINKING

EXAMINING STUDENT WORK

FROM ANTICIPATED TO ACTUAL

Anticipated – What did the instructor expect to accomplish?

Delivery – What strategies were used - How was it presented?

Perceived – What was the student understanding?

Actual – What was the outcome of the lesson – How did the student respond?

CONNECTING INSTRUCTIONAL STRATEGIES, CONTENT, AND STANDARDS

Looking for evidence of student thinking …• What did you see in this student’s work

that was interesting or surprising?• What did you learn about how this student

thinks and learns?• What about the process helped you to see

and learn these things?

Listening to colleagues thinking …• What did you learn from listening to your

colleagues that was interesting or surprising?• What new perspectives did your colleagues

provide?• How can you make use of your colleagues’

perspectives?

Reflecting on one’s own thinking …• What questions about teaching and

assessment did looking at the students’ work raise for you?

• How can you pursue these questions further?• Are there things you would like to try in your

classroom as a result of looking at this student’s work?

LAB WRITE-UP FORMATS

Writing in Science – tapping into student thoughts

Modeling Framework – demonstrations, models

Power Writing and the Art of Scientific Conclusions

Parts of a Lab Report Engineering design

RERUNRecall –Explain-Results-Uncertainties-New

RERUN – WRITING ABOUT LABORATORY EXPERIENCES

Write one or two sentences for each letter of the acronym

Recall: Summarize what you did in the labExplain: Explain the purpose of the labResults: Describe the results of the lab and

what they meanUncertainties: Describe what you are still

unsure aboutNew: Write at least two new things that you

learned from this lab

FORMATIVE ASSESSMENTS WITH CRUNCH-TIME

RESOURCES Curriculum and Instruction http://curriculum.dadeschools.net/

Instructional Technology (Examview Item Bank) http://it.dadeschools.net

Florida Department of Education http://www.fldoe.org/ FCAT Resources - http://fcat.fldoe.org/

Florida Standards and Course Descriptions http://www.floridastandards.org/

Florida PROMiSEhttp://flpromise.org/

Gizmos http://www.explorelearning.com

SCIENCE WEB SITE: HTTP://SCIENCE.DADESCHOOLS.NET

THE SCIENCE CLASSROOM ESSENTIALS

Contact information:Dr. Ava D. Rosales, Instructional Supervisor

arosales@dadeschools.net305-995-4537

FROM ANTICIPATED TO ACTUAL

Anticipated – What did the instructor/coach expect to accomplish?

Delivery – What strategies were used - How was it presented?

Perceived – What was the student/teacher understanding?

Actual – What was the outcome of the lesson/coaching session – How did the student/teacher respond?

REFLECTIONS AND FOLLOW-UP

Reflection: Based on today’s discussions and activities, sketch the image that comes to mind when asked – what does ideal science coaching look like?

Follow-up: Write a one-page reflection on the progress of integrating secondary benchmarks using questioning techniques