Cognitive Coaching: Mathematics Session Lizette Diaz Jennifer Hodges

Review of Last Coaching Session: Have you utilized any of the templates Carol provided? If so, how did it go? –Reciprocal Teaching Template –Comparison T-Chart –Example/Non-example –Rating Vocabulary –Vocabulary Rating

Vocabulary How do you communicate about mathematics vocabulary at your school/district? –Coach to Coach –Coach to Teacher –Teacher to Student –Student to Student

An Introduction to Accountable Talk Based on the work accomplished by The Institute for Learning

The Nine Principles of Learning Organizing for Effort Clear Expectations Fair and Credible Evaluations Recognition of Accomplishment Academic Rigor in a Thinking Curriculum Socializing Intelligence Self-management of Learning Learning as Apprenticeship Accountable Talk

Please read the article “Mathematically Accountable Talk”, by Phil Daro and Lauren Resnick.

Accountable Talk Think, Pair, Share: –What is Accountable Talk? –How could this affect your students’ learning? –How could you use this article with your teachers? –How could your teachers incorporate this philosophy with what they are already doing in mathematics?

After Action Review An important component of coaching is helping teachers engage the students in learning mathematics. How can we utilize Accountable Talk to engage students in learning mathematics, particularly the development of math vocabulary?

Engagement with Learning through Talk A substantial portion of instructional time involves students in talk related to the concepts delineated in the standards. –Throughout the school day, in all subject areas, there is a high amount of talk directly related to the content being studied. –A high percentage of classroom talk is by and among students. –Students participate in various forms of Accountable Talk, such as instructional discussions, whole class discussions, small group work, peer and student-teacher conferences, presentations, and interviews.

Engagement with Learning through Talk Accountable Talk sharpens students' thinking by reinforcing their ability to build and use knowledge. Teachers create the norms and skills of Accountable Talk in their classrooms by modeling appropriate forms of discussion and by questioning, probing, and leading conversations. For example, teachers may –press for clarification and explanation –require justifications of proposals and challenges –recognize and challenge misconceptions –demand evidence for claims and arguments

Meeting the Needs of English Learners in Building their Math Vocabulary… What research tells us about vocabulary development and English Learners? What are some strategies Coaches can use with teachers to help English Learners be successful? What are our next steps together in this process?

Vocabulary Development Marzano (2004) –1. Teacher or other students provide description, explanation, examples/non-examples –2. Students restate word and explanation in own words, verbally and in writing –3. Students create non-linguistic representations –4. Students do periodic activities to refine knowledge of vocabulary terms (compare, classify, analogize, revise, explain, study roots and suffixes) –5. Students describe/discuss terms with each other –6. Students play games to practice the use of words

Vocabulary and English Learners Stahl (1999) –English learners “rely more heavily on direct instruction than native speakers, because they typically need to make up more ground quickly to learn English.”

Overview of Strategies Coaches can use to help Teachers develop vocabulary with their English Learners. With Carol… Comparison T-Chart- English Learners Example/Non-example- English Learners Rating Vocabulary- Developing Concepts and Word Relationships Today… Frontloading Chart- English Learners Effectively Teaching a New Term- English Learners Peer Vocabulary Teaching- Developing Concepts and Word Relationships Exclusion Brainstorming- Developing Concepts and Word Relationships Building the Language of Mathematics San Diego County Office of Education

Frontloading Chart This strategy frontloads the student with a mathematical concept and it’s related vocabulary terms in the form of a story picture chart full of color, labels, pictures or diagrams. Students describe and define mathematical terms and concepts. Students revisit chart to build connections with deeper understanding of vocabulary terms.

Effectively Teaching a New Term This strategy is useful as a precursor to other vocabulary development activities. It is helpful to use as a scaffolding method. 1. Students are provided with an instructional sequence for pre-teaching critical words. 2. Step by step guide to systematically teach new math vocabulary using verbal and visual “ non- linguistic (mathematical/visual) representation.

Peer Vocabulary Teaching Students use word analysis and/or context clues to determine the meaning of mathematics vocabulary, consult the glossary when necessary, and teach the word to a peer. Students need prior experiences developing word learning strategies. 1. Involve students with active processing of using mathematics vocabulary. 2. Provide vocabulary building activities and structure learning activities to build mathematics background.

Exclusion Brainstorming This strategy helps students think about what they already know about terms related to a concept. It is easy for students to understand and is effective with struggling readers and students unfamiliar with the concept. 1. Students will distinguish between related and unrelated mathematical terms. 2. Students will clarify their understanding of related terms.

Reflection What can I take from today that I find helpful to coach teachers in building mathematical reasoning and vocabulary development capacity?