Supporting Student Autonomy: Coaching Teachers in the Use of Visual Tools Janeal Maxfield, NBCT jmaxfield@nthurston.k12.wa.us Presented at the 56th Northwest Mathematics Conference Portland, OR, October 14, 2017

At the end of this hour, I hope that you will…. Goals At the end of this hour, I hope that you will…. See visual tools as a coaching entry point Consider the connection between the intentional use of visual tools and “struggling” students

Order of Operations Please solve the following equations: 2 - 5 x 4 +1 2 - 3 x 4 + 5 x 2 - 1 + 5 2 + 16 ÷ 4 x 2 + 8

Order of Operations Describe a real-life situation that could be represented by the expression 5 + 8 x 6

RTI or MTSS Connection How might more intentional use of visual tools impact students identified for intervention?

Video Watching Norms Assume that there are many things you do not know about the students, the classroom, and the shared history of the teacher and students on the video. Assume good intent and expertise on the part of the teacher. If you cannot understand his or her actions, try to hypothesize what might have motivated him or her. Keep focused on your observations about what students are getting out of the instruction and interaction. Keep focused on how the classroom visuals and tools serve the mathematical goals of the lesson.

An Opportunity to Use Visuals to Support Student Autonomy Writing the Numeral 2

A Visual of Supporting Student Autonomy Writing 9 in Kindergarten

Another Visual of Supporting Student Autonomy Creating growing patterns in Kindergarten

Anchor Charts tools to facilitate student self-regulation and support independence co-created new each year expiration date placement actively used

Anchor Charts tools to facilitate student self-regulation and support independence procedure process strategy

Visual Models Represent the meaning ideas concepts relationships

Anchor Charts: tools to facilitate student self-regulation and support independence (Shari Frost) Support routines - procedure process strategy Support meaning - ideas concepts relationships Big Ideas: co-created new each year expiration date placement active use

Classroom Inventory: Visuals In turn, imagine each one of your classroom walls. What kinds of things are posted? student work, anchor charts, diagrams, posters, word walls, rules, pocket charts, PBIS documents, 100 boards, calendars, art work, etc. Make a sketch of each wall. Write notes on: Who created the items? Who uses the items? How long have they been up?