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Student Focused Content Coaching in Mathematics

Student Focused Content Coaching in Mathematics Perfecting the art of building the capacity of teachers. Examining Coach’s Questions Role play a post-conference discussion between a teacher and coach.

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Student Focused Content Coaching in Mathematics

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  1. Student Focused Content Coaching in Mathematics Perfecting the art of building the capacity of teachers.

  2. Examining Coach’s Questions Role play a post-conference discussion between a teacher and coach. In groups of three decide who will be the coach and who will be the teacher and who will be a note-taker. The teacher and coach engage in a pre-conference. Watch the video of a 6th grade math class. The teacher and coach engage in a post-conference where the coach poses questions to help the teacher develop capacity. The note-taker takes careful notes of the discussion.

  3. In groups of three decide who will be the coach and who will be the teacher and who will be a note-taker.

  4. Conduct the Coaching Pre-Lesson Conference The 6th Grade Math Task that will be Used in the Lesson

  5. Conduct a Post Lesson Conference Using Student Work

  6. From Your Perspective as a Teacher, Coaches, Observer • Which questions/comments seemed most helpful in either pre- or post- conference. • Which questions/comments seemed least productive?

  7. Classifying Post-observation Communication Below is a list modes of communication used during coaching sessions: • Giving advice (Red) • Criticizing (Blue) • Asking questions to find out what the teacher intended (Yellow) • Sharing curiosity about student’s thinking (Orange) • Collaborative problem-solving on specific issues (Purple) • Praising or affirming (Green) • Other (White) EDC Lenses on Learning Analyze the coach’s communication by categorizing each statement by the mode of communication that was employed. Use a pie graph to reflect the portions of each mode used in the discussion. Color according to key.

  8. Examining Pie Charts • What types of communication appears in the Other category? • How are the graphs alike and different? • Which categories do you value? • Which categories do you wish to avoid? • What are some of the variables that might make these charts look different?

  9. Giving advice (Red) Criticizing (Blue) Asking questions to find out what the teacher intended (Yellow) Sharing curiosity about student’s thinking (Orange) Collaborative problem-solving on specific issues (Purple) Praising or affirming (Green) Other (White)

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