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Coaching Continuum and Effective Instruction

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Science Leaders Dialogue COACHES Session 3 Coaching Continuum and Effective Instruction Planning and Questioning Presented by Dr. Ava D. Rosales, Instructional Supervisor – PowerPoint PPT presentation

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Title: Coaching Continuum and Effective Instruction


1
Science Leaders Dialogue COACHES
  • Session 3
  • Coaching Continuum and Effective Instruction
  • Planning and Questioning
  • Presented by
  • Dr. Ava D. Rosales, Instructional Supervisor
  • Heriberto Eddie Bonet, Curriculum Support
    Specialist
  • Miami-Dade County Public Schools
  • Division of Mathematics, Science and Advanced
    Academic Programs

2
Welcome
  • Make a Name Tent and include
  • NAME
  • SCHOOL
  • One aha (eye-opening) moment that resulted from
    the Interim and Quarterly assessment

3
Source Wordle.net
4
Outcomes/Goals
  • Support coach model to improve instruction and
    student achievement
  • Model the importance of Planning
  • Facilitate movement from Engage to Explain in
    the 5-Es
  • Develop quality questioning techniques

5
Norms
  • Collaborative
  • Ownership into action
  • Actively participate
  • Consensus building
  • Helpful
  • Electronic devices
  • Restrooms

6
An Instructional Coach Serves
  • as a professional development liaison within the
    school to support, model, and continuously
    improve the instructional programs to assure
    academic improvement for ALL students.
  • as a stable resource at the school site to
    support high quality implementation of
    research-based instruction.
  • as a mentor in developing ideal content-rich
    classrooms

7
A Coaching Continuum
  • Coaching duties take many forms including
  • Facilitating Workshops
  • ? ? ? ? ? ? ? ? ? ?
  • Providing Demonstration Lessons Co-teaching
    Observing, Conferencing, and Debriefing
  • ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
  • Facilitating teacher self-discovery

The constant in all of these activities is that
they lead to better instructional practices and
higher student achievement
8
Coaching Continuum
Confer, observe, and debrief
to improve instruction and student achievement
Facilitate a study group to investigate common int
erest topics to improve instruction and
student achievement
Facilitate action research to seek resources after
reflection to improve instruction
and student achievement
Facilitate a workshop or session to
improve instruction and student achievement
Provide an observation lesson to
improve instruction and student achievement
with feedback and collaborative input
Co-teach with colleague to improve
instruction and student achievement based on
mutually agreed upon learning goals and
success indicators
Highly directive
Highly reflective
9
Planning for Instruction Science Grades 6 - 8
A grant funded by the USDOE and awarded by the
FLDOE Mathematics and Science Partnership
Initiative. Presentation developed by Florida
PROMiSE Partnership to Rejuvenate and Optimize
Mathematics and Science Education
10
Planning for Instruction
  • Just as an actor focuses on his script and a
    musician on the score, so must a teacher focus on
    a lesson plan.
  • Teaching Secondary School Mathematics
    Techniques and Enrichment Units
  • Posamentier and Stepelman, 1995, p. 21

11
Planning for Instruction
  • Just as an actor focuses on his script and a
    musician on the score, so must a teacher focus on
    a lesson plan.
  • Teaching Secondary School Mathematics
    Techniques and Enrichment Units
  • Posamentier and Stepelman, 1995, p. 21

12
Planning for Instruction
  • Why have lesson plans?

13
Why have lesson plans?
  • To help teacher organize thoughts and materials
    needed for lesson (learning activity, teaching
    strategy, and assessment instrument).
  • To ensure that teacher actually teaches the
    required curriculum (including standards required
    by law).
  • To assist the teacher to become a more reflective
    decision maker.

14
Why have lesson plans?
  • The quality of the lessons you deliver is the
    essence of teaching.

15
What Great Lesson Plans Look Like
  • The best lessons contain a clear purpose,
    actively engage the students, cater to various
    learning styles, and challenge the students with
    higher level questions.

16
Levels of Planning
  • There are three levels of lesson planning
  • Long-term planning
  • Short-term planning
  • Daily planning

17
Considerations when Planning
  • Subject content
  • Reading in the content area
  • Curriculum mapping
  • Integration of multiple subject areas
  • What do you want students to know when they
    complete the day, semester, or year lesson(s)?

18
Considerations when Planning
  • Science teachers also need to know how to plan
    for
  • Laboratory activities
  • Teaching controversial issues such as evolution
  • Lab safety
  • The use of science-specific graphic organizers.

19
Instructional Strategies
  • How you teach is also an important consideration
    when planning.
  • Teachers tend to teach the way they were taught.
  • Different students learn different topics in
    different ways, so it is important to include a
    mix of teaching techniques in your lesson plans.

20
Instructional Methods
  • How were you taught?
  • How do you think you
  • learn best?
  • What are some other instructional strategies that
    might have been used?

21
Using Different Instructional Methods
  • Direct instruction
  • Cooperative learning groups
  • Inquiry (structured, guided, open)
  • Peer teaching
  • Concept maps / mindmaps
  • Learning centers
  • Problem / community based

22
Inquiry Learning
  • Some of most effective science lessons are based
    on inquiry learning, where the locus of control
    shifts from the teacher to the students.
  • Inquiry lessons lie on a continuum from
    structured to free.

23
Problem-Based Learning (PBL)
  • A real-world problem provides context and
    motivation for students to learn scientific
    content.
  • Learning is shaped by the student (inquiry) while
    the teacher acts as a guide, helping with content
    and metacognitive skills

24
Cooperative Groups
  • Cooperative groups can contribute to better
    comprehension, higher scores and higher
    satisfaction.
  • Group lessons must be well organized to be
    effective.
  • Group work is not simply an excuse for the
    teacher to do something else.

25
Types of Group Work
  • Cooperative learning
  • Peer response
  • Think-pair-share
  • Discussion circles
  • Paired problem solving
  • Reciprocal teaching
  • Jigsaw

26
Choosing Group Members
  • Randomnumbering off, matching pictures, etc
  • Purposefulusing set criteria, i.e., high/low
    achievers, male/female, etc.
  • Studies have shown that diverse groups are
    best. It is also a good idea not to keep the same
    groups repeatedly.

27
Lab roles
28
Assigning Roles
  • Leader / recorder / speaker / materials
    (go-getter)
  • Facilitator / recorder / reporter / data
    processor
  • Other group roles may include tasks such as
    timer, illustrator and so on.

29
Instructional Methods - Review
  • Remember, there is no magic new instructional
    method that will work in every situation.
  • Incorporate a variety of teaching methods into
    your lessons.

30
Multiple Intelligences
expectumf.umf.maine.edu
31
Multiple Intelligences
Intelligence Teaching Example
Bodily-Kinesthetic act out the movement of the solar system as a class
Interpersonal work in research teams to solve a problem
Verbal-Linguistic write a story about a cell in your bloodstream
Logical-Mathematical collect and analyze data from an experiment
Naturalistic grow plants in various places in and out of the classroom
Intrapersonal write about which animal you would like to be, how you would live, and why
Spatial draw what you see under a microscope
Musical observe sound waves of sand on a drum
32
Short-Term or Unit Planning
  • Short-term or unit plans
  • Expand on one curriculum topic.
  • Developmentally sequence the topics of the unit.
  • Include content, teaching strategies, and
    assessment instruments.
  • Reflect the Next Generation Sunshine States
    Standards - Big Ideas and Benchmarks.

33
Pacing Guide SAMPLE UNIT PLAN
34
Instructional Planning
  • Developing an Effective Daily Lesson Plan
  • Plan for conceptual understanding.
  • Use discovery, collaborative, and inquiry
    learning.
  • Use authentic assessment that evaluates what you
    taught.

35
Rationale for Using the 5 E Model
  • The 5 Es model is an instructional model based on
    the constructivist approach to learning.
  • The 5 Es allows students and teachers to
  • experience common activities
  • use and build on prior knowledge and experience
  • construct meaning
  • continually assess students conceptual
    understanding

36
The 5E Model One Effective Approach
Bybee, R. and the Biological Sciences Curriculum
Study See Bybee (1997) Achieving Science Literacy
37
Engage
  • Questions to Stimulate Student Thinking and
    Accountable Talk

38
Questions to Stimulate Student Thinking and
Accountable Talk
  • To encourage students' reasoning about
    mathematics and science, and to involve them in
    higher-order thinking processes, teachers must be
    adept at posing clarifying and provocative
    questions.

Florida Curriculum Framework, p. 146
39
Questions to Stimulate Student Thinking and
Accountable Talk
  • Helping students work together to make sense
  • of mathematics or science
  • "What do others think about what Sam said?"
  • "Do you agree? Disagree?"
  • "Does anyone have the same answer but a different
    way to explain it?"
  • "Would you ask the rest of the class that
    question?"
  • "Do you understand what they are saying?"
  • "Can you convince the rest of us that makes
    sense?"

40
Questions to Stimulate Student Thinking and
Accountable Talk
  • Helping students to rely more on themselves to
    determine whether something is correct
  • "Why do you think that?"
  • "Why is that true?"
  • "How did you reach that conclusion?"
  • "Does that make sense?
  • "Can you make a model to show that?"

41
Questions to Stimulate Student Thinking and
Accountable Talk
  • Helping students learn to reason
  •  
  • "Does that always work?"
  • "Is that true of a counter example?"
  • "How would you support/demonstrate that?"
  • "What assumptions are you making?"

42
Questions to Stimulate Student Thinking and
Accountable Talk
  • Helping students learn to conjecture, invent, and
    solve problems
  • "What would happen if...?"
  • "Do you see a pattern?"
  • "What are some possibilities here?"
  • "Can you predict the next one? What about the
    last one?"
  • "How did you approach the problem?"
  • "What decision do you think he should make?"
  • "What is alike and what is different about your
    method of solution and hers?"

43
Questions to Stimulate Student Thinking and
Accountable Talk
  • 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
    on the news/Internet/television last night?"
  • "Can you give me an example of ... in the real
    world?"

44
  • REMEMBER
  • Questions drive the inquiry process.

45
What Are They Thinking?
  • Whats the difference between a
  • fish and a submarine?
  • One has lettuce and tomato and one has tarter
    sauce!

46
Develop Essential Questions
  • Using
  • FCAT 2.0 Test Item Specs
  • Pacing Guide
  • Question Stem Worksheet
  • Benchmarks
  • SC.8.N.1.1 SC.8.N.1.6 SC.8.N.1.3 SC.8.N.1.4
  • SC.8.P.9.2 (AA) SC.8.P.8.1 SC.8.P.8.5 (AA)
  • SC.8.P.9.1 SC.8.P.9.3
  • SC.8.L.18.4 SC.8.L.18.1 SC.8.L.18.2
    SC.8.L.18.4

47
Develop Essential Questions
  • Using
  • FCAT 2.0 Test Item Specs
  • Pacing Guide
  • Question Stem Worksheet
  • Benchmarks
  • SC.7.N.1.5 (AA) SC.7.E.6.2 (AA)
  • SC.7.N.1.3 SC.7.E.6.1
  • SC.7.E.6.3
  • SC.7.P.11.1 SC.7.E.6.4 (AA)

48
Develop Essential Questions
  • Use Item Specs
  • Pacing Guide
  • Question Stem Worksheet
  • Benchmarks
  • SC.6.N.1.1 SC.6.E.6.1 SC.6.P.11.1
  • SC.6.N.1.2 SC.6.E.7.4 SC.6.P.13.1(AA)
  • SC.6.N.1.4 SC.6.P.13.2
  • SC.6.N.2.2 (AA) SC.6.P.13.3(AA)

49
The 5E Model One Effective Approach
How will students interest be captured? Make
connections between what has been learned and
what will be learned Focus student
thinking Mental engagement
Bybee, R. and the Biological Sciences Curriculum
Study See Bybee (1997) Achieving Science Literacy
50
The 5E Model One Effective Approach
What exploration experience will be used?
Provide common base of experiences Identify and
develop current concepts, processes, and skills
through exploration of environment, materials,
tools, etc.
Bybee, R. and the Biological Sciences Curriculum
Study See Bybee (1997) Achieving Science Literacy
51
EXPLORE Inquiry Hands-on/Minds-on
52
The 5E Model One Effective Approach
How will students communicate the results of
their explorations? Focus on particular aspects
of the engagement and exploration Students
communicate conceptual understanding and
demonstrate skills Introduction of common
language base
Bybee, R. and the Biological Sciences Curriculum
Study See Bybee (1997) Achieving Science Literacy
53
Interim and Q1 Data Analysis
  • Review the inquiry activities and indicate
    opportunities to reteach and/or incorporate
    secondary benchmarks (REMEMBER Fair Game)
  • Identify secondary benchmarks using assessment
    data

54
EXPLORE Grade 8 Inquiry Hands-on/Minds-on
  • Is a New Substance Formed? (Inquiry Warm-up)
  • Law of Conservation of Matter (CPALMS)
  • Are You Part of a Cycle? (Warm-up)
  • Following Water (Quick Lab)
  • Chapter 13 (Warm-up/Quick Lab Cluster)

55
EXPLORE Grade 7 Inquiry Hands-on Minds-on
  • Whats in a Rock? (Inquiry Warm-up)
  • Classifying Rocks (EL)
  • Density Driven Fluid Flow (EL)
  • Fossils and the Law of Superposition (EL)

56
EXPLORE Grade 6 Inquiry Hands-on/Minds-on
  • How Do Glaciers Change the Land? (Inquiry
    Warm-up)
  • Shaping a Coastline (Quick Lab)
  • Bouncing Ball (JASON)
  • Building a Rollercoaster (EL)

57
The 5E Model One Effective Approach
How will students communicate the results of
their explorations? Focus on particular aspects
of the engagement and exploration Students
communicate conceptual understanding and
demonstrate skills Introduction of common
language base
Bybee, R. and the Biological Sciences Curriculum
Study See Bybee (1997) Achieving Science Literacy
58
The 5E Model One Effective Approach
How will students apply their knowledge to a new
situation? Challenge and extend conceptual
understanding Practice skills and
behaviors Development of deeper and broader
understanding
Bybee, R. and the Biological Sciences Curriculum
Study See Bybee (1997) Achieving Science Literacy
59
The 5E Model One Effective Approach
How will students demonstrate their new
understanding and skills? Students assess their
understanding and abilities Opportunity for
teacher to evaluate student progress toward
achieving the educational objectives Informs
future instructional decisions and lesson plans
Bybee, R. and the Biological Sciences Curriculum
Study See Bybee (1997) Achieving Science Literacy
60
The 5E Model One Effective Approach
Assessment takes place at each stage and
informs instructional decision-making.
Assess
Bybee, R. and the Biological Sciences Curriculum
Study See Bybee (1997) Achieving Science Literacy
61
Resources for Your Lesson Plan
  • Instructional materials
  • Manipulatives
  • Virtual technology
  • References
  • Textbooks
  • Websites
  • Journals
  • Colleagues

62
Blurring the Boundaries of CIA Creates A FOCUS
on the LEARNER
63
Curriculum
Assessment
Instruction
64
What Do We Want Kids to Know? Remember Fair Game
Principle and Opportunities to Embed
BOK Life Science Big Idea 18 Matter and Energy
Transformations SC.8.L.18.4 (AA) SC.8.L.18.1
SC.8.L.18.2 SC.8.L.18.4 BOK Nature of
Science Big Idea 1 The Practice of
Science SC.8.N.1.1 SC.8.N.1.6 SC.8.N.1.3
SC.8.N.1.4 Fair Game SC.6.N.1.3 SC.7.N.1.3
SC.7.N.1.4 BOK Physical Science Big Idea 8
Properties of Matter SC.8.P.8.5 (AA)
SC.8.P.8.1 Big Idea 9 Changes in
Matter SC.8.P.9.2 (AA) SC.8.P.9.1 SC.8.P.9.3

65
(No Transcript)
66
How Are We Going to Know They Know It? Sample
problem from 8th grade FCAT Sample
Test http//fcat.fldoe.org/fcat2/fcatitem.aspdown
load

Ethan is observing chemical and physical
properties of a substance. He heats up a
substance and observes that the substance turns
from a brown solid to a black powder. He refers
to several chemistry journals that claim this
represents a chemical reaction. From his
observation and research, he concludes that the
substance goes through a chemical change when
heated. How can Ethan best defend his conclusion?
A. by demonstrating that the substance will
eventually melt if the temperature continues to
increase B. by verifying that the substance is
now made up of different molecules than before it
was heated C. by verifying that the substance
is made up of only one type of element D. by
demonstrating that the substance is less dense
after it is heated
67
How Are We Going to Teach Them so They Know
It?



68
  • Just as no performer enjoys playing the same role
    day in and day out, so no student enjoys sitting
    for the same type of lesson every day. It kills
  • initiative and dulls the imagination.
  • Variety is what makes the learning process, as
    well as the teaching aspect of that process, a
    pleasant one.
  • Teaching Secondary School Mathematics
    Techniques and Enrichment Units
  • Posamentier and Stepelman, 1995, p. 21

69
Where are We on the Inquiry Continuum
70
http//flpromise.org
71
Assessment reminder
  • Interim Assessments Grade 8 and Biology
  • Baseline, Fall and Winter administration
  • Change this year assesses all Annually Assessed
    benchmarks on each test
  • District Quarterly Science Benchmark Assessment s
    in grades 6, 7 and Earth Space
  • Pretest, Quarter 1, Quarter 2, Quarter 3, Quarter
    4 and Posttest
  • Aligned to Pacing Guides

72
Florida Achieves Focus
73
Science Voyager www.fcatexplorer.com
74
(No Transcript)
75
Assessment Resources ExamView http//it.dadeschoo
ls.net
76
(No Transcript)
77
(No Transcript)
78
Levels of Complexity
79
Coaching Continuum
Confer, observe, and debrief
to improve instruction and student achievement
Facilitate a study group to investigate common int
erest topics to improve instruction and
student achievement
Facilitate action research to seek resources after
reflection to improve instruction
and student achievement
Facilitate a workshop or session to
improve instruction and student achievement
Provide an observation lesson to
improve instruction and student achievement
with feedback and collaborative input
Co-teach with colleague to improve
instruction and student achievement based on
mutually agreed upon learning goals and
success indicators
Highly directive
Highly reflective
80
Follow-up
  • Submit Signed and Completed Action Plan
  • Submit by emailarosales_at_dadeschools.net
  • Email Subject Follow-up Coach 3
  • File Name Participant name Coach 3

81
The Science Classroom Essentials
  • Contact information
  • Dr. Ava D. Rosales, Instructional Supervisor
  • arosales_at_dadeschools.net 305-995-4537
  • Mr. Heriberto Eddie Bonet, Curriculum Support
    Specialist
  • bonet219_at_dadeschools.net 305-995-3136
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