Coaching Institute Summer 2012 Day 4 5/6 Content & Pedagogy Tracy Sola & Mariana Alwell.

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Coaching Institute Summer 2012 Day 5 5/6 Content & Pedagogy Tracy Sola & Mariana Alwell.

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Coaching Institute Summer 2012 Day 4 5/6 Content & Pedagogy Tracy Sola & Mariana Alwell

Todays Agenda AM Session AM Session Number Talk Number Talk Looking at Student Work & Toolkit Looking at Student Work & Toolkit Choosing matching tasks Choosing matching tasks Developing Sentence Stems Developing Sentence Stems Observation Protocol Observation Protocol Logistics Logistics PM Session PM Session Classroom Visit – leave at 1:15 Classroom Visit – leave at 1:15 Lesson – 1:50 – 2:35 Lesson – 1:50 – 2:35

Number Talk Which fraction in each pair is greater? How do you know? A.4/5 or 4/9 B.4/7 or 5/7 C.3/8 or 4/10 D.3/4 or 9/10 E.9/8 or 4/3

Student Work Look at the students work and make some notes about what they understand and what misunderstandings exist. Consult the Tools for Teachers excerpt. Look at the students work and make some notes about what they understand and what misunderstandings exist. Consult the Tools for Teachers excerpt. Consider academic language used in explanations. What issues do we need to address? Consider academic language used in explanations. What issues do we need to address? Which card sorts might help elicit this language and address the misconceptions? Which card sorts might help elicit this language and address the misconceptions?

Sentence Stems Discuss at your table possible sentence stems which would help structure student discussion. Discuss at your table possible sentence stems which would help structure student discussion. Document your ideas and be prepared to share. Document your ideas and be prepared to share. Group by type: Group by type: Academic vocabulary Academic vocabulary Asking a question Asking a question Explaining your reasoning Explaining your reasoning Place on posters Place on posters

Observation Protocol Observe one pair of students. Observe one pair of students. Focus on the language used to support their decisions about the representations. Focus on the language used to support their decisions about the representations. Do not interact with students or other teachers. Do not interact with students or other teachers. Resist the urge to engage in side-talk with one another. Resist the urge to engage in side-talk with one another.