Coaching in Mathematics “A coach helps to develop expertise in planning, reflecting, problem solving and decision making.” Costa & Garmston, 2002 Irene McEvoy, Provincial Mathematics Facilitator John Rodger, Provincial Mathematics Facilitator 1

Math Coach Instructional Leader Department Head Lead Teacher Administrator Resource Teacher Professional Learning Facilitator Coaching in Mathematics 2

Session Learning Goals Examine coaching practices; Make connections between questions and their purposes; Expand awareness of coaching resources. 3

What does being a math coach involve? 4 Risk Taker Learning Stance

A Frayer Model for “Coaching” Non-Examples Coaching 5 Examples

Mind’s On: What does a Math Coach do? Examples Co-planning Non-Examples Evaluate teacher 6

A Frayer Model for “Coaching” Definition Characteristics life-long learner Examples Non-examples Coaching 7

Successful coaching means... trust questioning and listening teacher questioning 3-part lesson planning using big ideas, curriculum expectations and lesson goals anticipating student responses  probing/ scaffolding questions mathematical content knowledge for teaching a learner stance disrupt current beliefs  develop new habits of mind and practice 8

Questioning and Listening 9

Coaching Strategies and Stems Paraphrasing Do I understand that… you don’t have access to computers? In other words …you want to try some differentiated instruction? It sounds like …you have explored a variety of resources? Clarifying What do you mean by … the course is too hard? Is it always the case that …the students in the class don’t listen? How is… teaching math same as/different from…teaching science? Interpreting What you are explaining might mean …students rely on formulas Could it mean that … students need more time on this topic? Is it possible that … the following things could result from… ? 10

Gap Closing: Gr. 6 Co-Planning 1.What coaching questions does Marian use? 2.What purpose do they serve? 3.What coaching moves did Marian make? 11

A Coaching Cycle Share Observations What Happens Next? Affirm What Went Well Discuss What Could Be Improved Teach or Co-Teach Observe and Record Debrief Lesson Observation Co-Planning 12

The Border Problem Create a formula for the number of tiles needed to border a square pool of any size. 13

Possible Solutions … Using a Table Create some models: Summarize your data in a table and look for patterns: Formula: T = 4(n + 1) 14

Observe that the border always contains 4 more tiles (green) than the number of tiles that form the perimeter of the pool (red). Possible Solutions … Four Corners Formula: T = 4(n)

Possible Solutions … Top & Bottom Observe that the horizontal parts (red) of the border each contain two more tiles than the width of the pool. The vertical parts (green) each contain the same number of tiles. Formula: T = 2(n + 2) + 2n 16

Observe that the border is made up of four equal parts (red, orange, yellow, purple). Each part contains one more tile than the width of the pool has. Possible Solutions … Four Equal Sides Formula: T = 4(n + 1) 17

Observe that the number of tiles in the border could be thought of as the difference between the number of tiles that make up the big square minus the number of tiles in the smaller square. Possible Solutions … Two Squares Formula: T = (n + 2) 2 – n 2 18

Scaffolding Questions Create a formula for the number of tiles needed to border a square pool of any size. Border Problem 19

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Scaffolding and Probing Questions 21

Coaching Moves 22

Border Problem Lesson 23

Co-Planning Role Play Groups of 3 (coach, teacher, observer) Role play coaching the teacher to create probing/scaffolding questions Coach use questioning techniques Observer make notes of questions asked & their purpose 24

Probing and Scaffolding Questions 25

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Coaching Resources 27

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Consolidation What have you learned about coaching in mathematics? How is Coaching the same/different from other models of Facilitation? How will you use your insights? 29 What additional information do you need? What further support do you need?

Facilitator Contact Information Irene McEvoy: John Rodger: 30