Title: Coaching Continuum and Effective Instruction
1Science Leaders DialogueCOACHES
- 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
2Welcome
- Make a Name Tent and include
- NAME
- SCHOOL
- One aha (eye-opening) moment that resulted from
the Interim and Quarterly assessment
3Source Wordle.net
4Outcomes/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
5Norms
- Collaborative
- Ownership into action
- Actively participate
- Consensus building
- Helpful
- Electronic devices
- Restrooms
6An 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
7A 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
8Coaching 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
9Planning 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
10Planning 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
11Planning 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
13Why 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.
14Why have lesson plans?
- The quality of the lessons you deliver is the
essence of teaching.
15What 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.
16Levels of Planning
- There are three levels of lesson planning
- Long-term planning
- Short-term planning
- Daily planning
17Considerations 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)?
18Considerations 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.
19Instructional 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.
20Instructional Methods
- How were you taught?
- How do you think you
- learn best?
- What are some other instructional strategies that
might have been used?
21Using Different Instructional Methods
- Direct instruction
- Cooperative learning groups
- Inquiry (structured, guided, open)
- Peer teaching
- Concept maps / mindmaps
- Learning centers
- Problem / community based
22Inquiry 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.
23Problem-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
24Cooperative 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.
25Types of Group Work
- Cooperative learning
- Peer response
- Think-pair-share
- Discussion circles
- Paired problem solving
- Reciprocal teaching
- Jigsaw
26Choosing 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.
27Lab roles
28Assigning 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.
29Instructional 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.
30Multiple Intelligences
expectumf.umf.maine.edu
31Multiple 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
32Short-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.
33Pacing Guide SAMPLE UNIT PLAN
34Instructional 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.
35Rationale 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
36The 5E Model One Effective Approach
Bybee, R. and the Biological Sciences Curriculum
Study See Bybee (1997) Achieving Science Literacy
37Engage
- Questions to Stimulate Student Thinkingand
Accountable Talk
38Questions to Stimulate Student Thinkingand
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
39Questions to Stimulate Student Thinkingand
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?"
40Questions to Stimulate Student Thinkingand
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?"
41Questions to Stimulate Student Thinkingand
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?"
42Questions to Stimulate Student Thinkingand
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?"
43Questions to Stimulate Student Thinkingand
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.
45What Are They Thinking?
- Whats the difference between a
- fish and a submarine?
- One has lettuce and tomato and one has tarter
sauce!
46Develop 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
47Develop 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)
48Develop 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)
49The 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
50The 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
51EXPLORE Inquiry Hands-on/Minds-on
52The 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
53Interim 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
54EXPLORE Grade 8Inquiry 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)
55EXPLORE Grade 7Inquiry 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)
56EXPLORE Grade 6Inquiry 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)
57The 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
58The 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
59The 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
60The 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
61Resources for Your Lesson Plan
- Instructional materials
- Manipulatives
- Virtual technology
- References
- Textbooks
- Websites
- Journals
- Colleagues
62Blurring the Boundaries of CIA Creates A FOCUS
on the LEARNER
63Curriculum
Assessment
Instruction
64What 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
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66How 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
67How 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
-
69Where are We on the Inquiry Continuum
70http//flpromise.org
71Assessment 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
72Florida Achieves Focus
73Science Voyager www.fcatexplorer.com
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75Assessment Resources ExamViewhttp//it.dadeschoo
ls.net
76(No Transcript)
77(No Transcript)
78Levels of Complexity
79Coaching 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
80Follow-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
81The 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