1. S CIENCE L EADER ’ S D IALOGUE C OACHES D ECEMBER 7, 2010 P LANNING FOR T EACHING AND L EARNING Presented by Ava D. Rosales, PhD Instructional Supervisor Miami-Dade County public Schools Division of Mathematics, Science and Advanced Academic Programs

2. W ELCOME B ACK Make a Name Tent and include: 1. NAME 2. SCHOOL 3. Sketch an image that comes to mind based on statement below What does ideal teaching and learning look like?

3. A GENDA  Goals of the Inservice  Coaching Updates  Data analysis  Instructional Focus Calendars  Classroom visits  Reviewing student work and alignment to standards  Resources and Web Sites

4. G OALS FOR THE S ESSION ◦ Review responsibilities of a Coach ◦ Reflecting on student work ◦ Coaching with an “explicit-reflective” approach.

5. N ORMS  P articipate Actively  A sk questions  L earn by doing  Set your own learning into action  _______________________________ Bathroom and Electronic Devices

6. C OACHING U PDATES – N EWS FROM THE F IELD

7. R OLES AND R ESPONSIBILITIES OF A C OACH Peer Support Positive attitude Reflective feedback Data Analysis Instructional Focus Calendars Student Support Professional Development Teacher needs survey

8. S ECONDARY B ENCHMARK R EMINDERS Baseline Test Items that should have been learned in previous grades – a type of “Fair Game” principle applied, Grade 8. Questions:3, 4, 5, 8, 10, 11, 12, 14, 16, 18, 19, 21, 22, 23, 24, 25, 27, 28, 29, 30, 31, 32, 35, 36, 37 SC.A.1.3.1, SC.A.2.3.2, SC.B.1.3.1, SC.B.1.3.6, SC.B.2.3.1, SC.C.2.3.4, SC.C.2.3.6, SC.D.1.3.1, SC.D.1.3.3, SC.D.1.3.4, SC.F.1.3.1, SC.F.1.3.4, SC.G.1.3.4, SC.G.2.3.2, SC.G.2.3.4, SC.H.1.3.1, SC.H.1.3.2, SC.H.1.3.4, SC.H.1.3.5 Note Genetics was addressed in Comprehensive Science 2, Advanced (F.2.3.2 and F.2.3.3) 65.8% covers prior knowledge

9. Helping students to make connections within the content, between content areas, and to the real world  "How does this relate to...?"  "What ideas that we have learned before were useful in solving the problem?"  "Have we ever solved a problem like this one before?"  "What uses of mathematics [science] did you find in the news last night?"  "Can you give me an example of... in the real world?" Q UESTIONS TO S TIMULATE S TUDENT T HINKING

10. E XAMINING S TUDENT W ORK

11. F ROM A NTICIPATED TO A CTUAL Anticipated – What did the instructor expect to accomplish? Delivery – What strategies were used - How was it presented? Perceived – What was the student understanding? Actual – What was the outcome of the lesson – How did the student respond?

12. C ONNECTING I NSTRUCTIONAL STRATEGIES, C ONTENT, AND S TANDARDS Looking for evidence of student thinking … What did you see in this student’s work that was interesting or surprising? What did you learn about how this student thinks and learns? What about the process helped you to see and learn these things?

13. Listening to colleagues thinking … What did you learn from listening to your colleagues that was interesting or surprising? What new perspectives did your colleagues provide? How can you make use of your colleagues’ perspectives?

14. Reflecting on one’s own thinking … What questions about teaching and assessment did looking at the students’ work raise for you? How can you pursue these questions further? Are there things you would like to try in your classroom as a result of looking at this student’s work?

15. L AB W RITE - UP F ORMATS Writing in Science Writing in Science – tapping into student thoughts Modeling Framework – demonstrations, models Power Writing and the Art of Scientific Conclusions Parts of a Lab Report Engineering design RERUN Recall –Explain-Results-Uncertainties-New

16. RERUN – W RITING ABOUT LABORATORY EXPERIENCES Write one or two sentences for each letter of the acronym R ecall: Summarize what you did in the lab E xplain: Explain the purpose of the lab R esults: Describe the results of the lab and what they mean U ncertainties: Describe what you are still unsure about N ew: Write at least two new things that you learned from this lab

17. F ORMATIVE A SSESSMENTS WITH C RUNCH - TIME

18. R ESOURCES  Curriculum and Instruction  http://curriculum.dadeschools.net/http://curriculum.dadeschools.net/  Instructional Technology (Examview Item Bank)  http://it.dadeschools.net http://it.dadeschools.net  Florida Department of Education http://www.fldoe.org/http://www.fldoe.org/  FCAT Resources - http://fcat.fldoe.org/http://fcat.fldoe.org/  Florida Standards and Course Descriptions http://www.floridastandards.org/ http://www.floridastandards.org/  Florida PROMiSE http://flpromise.org/  Gizmos http://www.explorelearning.comhttp://www.explorelearning.com

19. S CIENCE W EB S ITE : HTTP :// SCIENCE. DADESCHOOLS. NET HTTP :// SCIENCE. DADESCHOOLS. NET

20. T HE S CIENCE C LASSROOM E SSENTIALS Contact information: Dr. Ava D. Rosales, Instructional Supervisor arosales@dadeschools.net 305-995-4537

21. F ROM A NTICIPATED TO A CTUAL Anticipated – What did the instructor/coach expect to accomplish? Delivery – What strategies were used - How was it presented? Perceived – What was the student/teacher understanding? Actual – What was the outcome of the lesson/coaching session – How did the student/teacher respond?

22. R EFLECTIONS AND F OLLOW - UP Reflection: Based on today’s discussions and activities, sketch the image that comes to mind when asked – what does ideal science coaching look like? Follow-up: Write a one-page reflection on the progress of integrating secondary benchmarks using questioning techniques