1. Session 3 Coaching Continuum and Effective Instruction Planning and Questioning Presented by Dr. Ava D. Rosales, Instructional Supervisor Heriberto “Eddie” Bonet, Curriculum Support Specialist Miami-Dade County Public Schools Division of Mathematics, Science and Advanced Academic Programs Science Leaders Dialogue COACHES

2. Welcome Make a Name Tent and include: NAME SCHOOL One “aha” (eye-opening) moment that resulted from the Interim and Quarterly assessment

3. Source: Wordle.net

4. Support coach model to improve instruction and student achievement: Model the importance of Planning Facilitate movement from Engage to Explain in the 5-Es Develop quality questioning techniques Outcomes/Goals 11/29/2015 4 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

5.  C ollaborative  O wnership into action  A ctively participate  C onsensus building  H elpful Electronic devices Restrooms

6. An Instructional Coach Serves as a professional development liaison within the school to support, model, and continuously improve the instructional programs to assure academic improvement for ALL students. as a stable resource at the school site to support high quality implementation of research-based instruction. as a mentor in developing ideal content-rich classrooms

7. A Coaching Continuum Coaching duties take many forms including: Facilitating Workshops                    Providing Demonstration Lessons; Co-teaching; Observing, Conferencing, and Debriefing                                   Facilitating “teacher self-discovery” The constant in all of these activities is that they lead to better instructional practices and higher student achievement …

8. Facilitate a study group to investigate common interest topics to improve instruction and student achievement Facilitate action research to seek resources after reflection to improve instruction and student achievement Highly directive…Highly reflective… Facilitate a workshop or session to improve instruction and student achievement Provide an observation lesson to improve instruction and student achievement with feedback and collaborative input Co-teach with colleague to improve instruction and student achievement based on mutually agreed upon learning goals and success indicators Confer, observe, and debrief to improve instruction and student achievement Coaching Continuum

9. Planning for Instruction Science Grades 6 - 8 A grant funded by the USDOE and awarded by the FLDOE Mathematics and Science Partnership Initiative. Presentation developed by Florida PROMiSE Partnership to Rejuvenate and Optimize Mathematics and Science Education 11/29/2015 9

10. Just as an actor focuses on his script and a musician on the score, so must a teacher focus on a lesson plan. Teaching Secondary School Mathematics: Techniques and Enrichment Units Posamentier and Stepelman, 1995, p. 21 Planning for Instruction 11/29/2015 10

11. Just as an actor focuses on his script and a musician on the score, so must a teacher focus on a lesson plan. Teaching Secondary School Mathematics: Techniques and Enrichment Units Posamentier and Stepelman, 1995, p. 21 Planning for Instruction 11/29/2015 11

12. Why have lesson plans? Planning for Instruction 11/29/2015 12

13. To help teacher organize thoughts and materials needed for lesson (learning activity, teaching strategy, and assessment instrument). To ensure that teacher actually teaches the required curriculum (including standards required by law). To assist the teacher to become a more reflective decision maker. Why have lesson plans? 11/29/2015 13

14. The quality of the lessons you deliver is the essence of teaching. Why have lesson plans? 11/29/2015 14

15. The best lessons contain a clear purpose, actively engage the students, cater to various learning styles, and challenge the students with higher level questions. What Great Lesson Plans Look Like 11/29/2015 15

16. There are three levels of lesson planning:  Long-term planning  Short-term planning  Daily planning Levels of Planning: 11/29/2015 16

17.  Subject content  Reading in the content area  Curriculum mapping  Integration of multiple subject areas What do you want students to know when they complete the day, semester, or year lesson(s)? Considerations when Planning 11/29/2015 17

18. Science teachers also need to know how to plan for:  Laboratory activities  Teaching controversial issues such as evolution  Lab safety  The use of science-specific graphic organizers. Considerations when Planning 11/29/2015 18

19. How you teach is also an important consideration when planning. Teachers tend to teach the way they were taught. Different students learn different topics in different ways, so it is important to include a mix of teaching techniques in your lesson plans. Instructional Strategies 11/29/2015 19

20. How were you taught? How do you think you learn best? What are some other instructional strategies that might have been used? Instructional Methods 11/29/2015 20

21. Direct instruction Cooperative learning groups Inquiry (structured, guided, open) Peer teaching Concept maps / mindmaps Learning centers Problem / community based Using Different Instructional Methods 11/29/2015 21

22. Some of most effective science lessons are based on inquiry learning, where the locus of control shifts from the teacher to the students. Inquiry lessons lie on a continuum from structured to free. Inquiry Learning 11/29/2015 22

23. A real-world problem provides context and motivation for students to learn scientific content. Learning is shaped by the student (inquiry) while the teacher acts as a guide, helping with content and metacognitive skills Problem-Based Learning (PBL) 11/29/2015 23

24. Cooperative groups can contribute to better comprehension, higher scores and higher satisfaction. Group lessons must be well organized to be effective. Group work is not simply an excuse for the teacher to do something else. Cooperative Groups 24 11/29/2015 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

25. Cooperative learning Peer response Think-pair-share Discussion circles Paired problem solving Reciprocal teaching Jigsaw Types of Group Work 25 11/29/2015 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

26. Random—numbering off, matching pictures, etc Purposeful—using set criteria, i.e., high/low achievers, male/female, etc. Studies have shown that diverse groups are best. It is also a good idea not to keep the same groups repeatedly. Choosing Group Members 11/29/2015 26 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

27. Lab roles 11/29/2015 27 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

28. Leader / recorder / speaker / materials (go-getter) Facilitator / recorder / reporter / data processor Other group roles may include tasks such as timer, illustrator and so on. Assigning Roles 28 11/29/2015 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

29. Remember, there is no “magic” new instructional method that will work in every situation. Incorporate a variety of teaching methods into your lessons. Instructional Methods - Review 11/29/2015 29 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

30. Multiple Intelligences 11/29/2015 30 expectumf.umf.maine.edu M-DCPS Division of Mathematics, Science and Advanced Academic Programs

31. IntelligenceTeaching Example Bodily-Kinestheticact out the movement of the solar system as a class Interpersonalwork in research teams to solve a problem Verbal-Linguisticwrite a story about a cell in your bloodstream Logical-Mathematicalcollect and analyze data from an experiment Naturalisticgrow plants in various places in and out of the classroom Intrapersonalwrite about which animal you would like to be, how you would live, and why Spatialdraw what you see under a microscope Musicalobserve sound waves of sand on a drum Multiple Intelligences 11/29/2015 31 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

32. Short-term or unit plans: Expand on one curriculum topic. Developmentally sequence the topics of the unit. Include content, teaching strategies, and assessment instruments. Reflect the Next Generation Sunshine States Standards - Big Ideas and Benchmarks. Short-Term or Unit Planning 11/29/2015 32 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

33. 11/29/2015 33 Pacing Guide SAMPLE UNIT PLAN M-DCPS Division of Mathematics, Science and Advanced Academic Programs

34. Developing an Effective Daily Lesson Plan  Plan for conceptual understanding.  Use discovery, collaborative, and inquiry learning.  Use authentic assessment that evaluates what you taught. Instructional Planning 11/29/2015 34 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

35. The 5 Es model is an instructional model based on the constructivist approach to learning. The 5 Es allows students and teachers to:  experience common activities  use and build on prior knowledge and experience  construct meaning  continually assess students’ conceptual understanding Rationale for Using the 5 E Model 11/29/2015 35 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

36. The 5E Model – One Effective Approach Engage Explore Explain Elabora te Evaluat e Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy 11/29/2015 36 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

37. Engage Questions to Stimulate Student Thinking and Accountable Talk 11/29/2015 M-DCPS Division of Mathematics, Science and Advanced Academic Programs 37

38. Questions to Stimulate Student Thinking and Accountable Talk To encourage students' reasoning about mathematics and science, and to involve them in higher-order thinking processes, teachers must be adept at posing clarifying and provocative questions. Florida Curriculum Framework, p. 146 11/29/2015 38 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

39. Helping students work together to make sense of mathematics or science: "What do others think about what Sam said?" "Do you agree? Disagree?" "Does anyone have the same answer but a different way to explain it?" "Would you ask the rest of the class that question?" "Do you understand what they are saying?" "Can you convince the rest of us that makes sense?" Questions to Stimulate Student Thinking and Accountable Talk 11/29/2015 39 M - D C P S D iv is io n o f M a t h e m a ti c s, S ci e n c e a n d A d v a n c e d A c a d e m ic P r o g r a m s

40. Helping students to rely more on themselves to determine whether something is correct:  "Why do you think that?"  "Why is that true?"  "How did you reach that conclusion?"  "Does that make sense?“  "Can you make a model to show that?" Questions to Stimulate Student Thinking and Accountable Talk 11/29/2015 40 M - D C P S D iv is io n o f M a t h e m a ti c s, S ci e n c e a n d A d v a n c e d A c a d e m ic P r o g r a m s

41. Helping students learn to reason:  "Does that always work?"  "Is that true of a counter example?"  "How would you support/demonstrate that?"  "What assumptions are you making?" Questions to Stimulate Student Thinking and Accountable Talk 11/29/2015 41 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

42. Helping students learn to conjecture, invent, and solve problems:  "What would happen if...?"  "Do you see a pattern?"  "What are some possibilities here?"  "Can you predict the next one? What about the last one?"  "How did you approach the problem?"  "What decision do you think he should make?"  "What is alike and what is different about your method of solution and hers?" Questions to Stimulate Student Thinking and Accountable Talk 11/29/2015 42 M - D C P S D iv is io n o f M a t h e m a ti c s, S ci e n c e a n d A d v a n c e d A c a d e m ic P r o g r a m s

43. 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 on the news/Internet/television last night?"  "Can you give me an example of... in the real world?" Questions to Stimulate Student Thinking and Accountable Talk 11/29/2015 43 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

44. REMEMBER Questions drive the inquiry process. 11/29/2015 44 M - D C P S D iv is io n o f M a t h e m a ti c s, S ci e n c e a n d A d v a n c e d A c a d e m ic P r o g r a m s

45. What’s the difference between a fish and a submarine? One has lettuce and tomato and one has tarter sauce! What Are They Thinking? 11/29/2015 45 M - D C P S D iv is io n o f M a t h e m a ti c s, S ci e n c e a n d A d v a n c e d A c a d e m ic P r o g r a m s

46. Using FCAT 2.0 Test Item Specs Pacing Guide Question Stem Worksheet Benchmarks: SC.8.N.1.1; SC.8.N.1.6; SC.8.N.1.3; SC.8.N.1.4 SC.8.P.9.2 (AA); SC.8.P.8.1; SC.8.P.8.5 (AA) SC.8.P.9.1; SC.8.P.9.3 SC.8.L.18.4; SC.8.L.18.1; SC.8.L.18.2; SC.8.L.18.4; Develop Essential Questions 11/29/2015 46 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

47. Using FCAT 2.0 Test Item Specs Pacing Guide Question Stem Worksheet Benchmarks: SC.7.N.1.5 (AA)SC.7.E.6.2 (AA) SC.7.N.1.3SC.7.E.6.1 SC.7.E.6.3 SC.7.P.11.1 SC.7.E.6.4 (AA) Develop Essential Questions 11/29/2015 47

48. Use Item Specs Pacing Guide Question Stem Worksheet Benchmarks SC.6.N.1.1SC.6.E.6.1SC.6.P.11.1 SC.6.N.1.2SC.6.E.7.4SC.6.P.13.1(AA) SC.6.N.1.4SC.6.P.13.2 SC.6.N.2.2 (AA)SC.6.P.13.3(AA) Develop Essential Questions 11/29/2015 48

49. The 5E Model – One Effective Approach Engage Explore Explain Elabora te Evaluat e How will students’ interest be captured? Make connections between what has been learned and what will be learned Focus student thinking Mental engagement Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy 11/29/2015 49 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

50. The 5E Model – One Effective Approach Engage Explore Explain Elabora te Evaluat e What exploration experience will be used? Provide common base of experiences Identify and develop current concepts, processes, and skills through exploration of environment, materials, tools, etc. Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy 11/29/2015 50 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

51. EXPLORE: Inquiry: Hands-on/Minds-on 11/29/2015 M-DCPS Division of Mathematics, Science and Advanced Academic Programs 51

52. The 5E Model – One Effective Approach Engage Explore Explain Elabora te Evaluat e How will students communicate the results of their explorations? Focus on particular aspects of the engagement and exploration Students communicate conceptual understanding and demonstrate skills Introduction of common language base Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy 11/29/2015 52 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

53. Interim and Q1 Data Analysis Review the inquiry activities and indicate opportunities to reteach and/or incorporate secondary benchmarks (REMEMBER Fair Game) Identify secondary benchmarks using assessment data

54. EXPLORE: Grade 8 Inquiry: Hands-on/Minds-on Is a New Substance Formed? (Inquiry Warm-up) Law of Conservation of Matter (CPALMS) Are You Part of a Cycle? (Warm-up) Following Water (Quick Lab) Chapter 13 (Warm-up/Quick Lab Cluster) 11/29/2015 54 M - D C P S D iv is io n o f M a t h e m a ti c s, S ci e n c e a n d A d v a n c e d A c a d e m ic P r o g r a m s

55. EXPLORE: Grade 7 Inquiry Hands-on Minds-on What’s in a Rock? (Inquiry Warm-up) Classifying Rocks (EL) Density Driven Fluid Flow (EL) Fossils and the Law of Superposition (EL)

56. EXPLORE: Grade 6 Inquiry: Hands-on/Minds-on How Do Glaciers Change the Land? (Inquiry Warm-up) Shaping a Coastline (Quick Lab) Bouncing Ball (JASON) Building a Rollercoaster (EL)

57. The 5E Model – One Effective Approach Engage Explore Explain Elabora te Evaluat e How will students communicate the results of their explorations? Focus on particular aspects of the engagement and exploration Students communicate conceptual understanding and demonstrate skills Introduction of common language base Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy 11/29/2015 57 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

58. The 5E Model – One Effective Approach Engage Explore Explain Elabora te Evaluat e How will students apply their knowledge to a new situation? Challenge and extend conceptual understanding Practice skills and behaviors Development of deeper and broader understanding Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy 11/29/2015 58 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

59. The 5E Model – One Effective Approach Engage Explore Explain Elabora te Evaluat e How will students demonstrate their new understanding and skills? Students assess their understanding and abilities Opportunity for teacher to evaluate student progress toward achieving the educational objectives Informs future instructional decisions and lesson plans Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy 11/29/2015 59 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

60. Engage Explore Explain Elabora te Evaluat e The 5E Model – One Effective Approach Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy Assess Assessment takes place at each stage and informs instructional decision-making. 11/29/2015 60 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

61. Instructional materials  Manipulatives  Virtual technology References  Textbooks  Websites  Journals  Colleagues Resources for Your Lesson Plan 11/29/2015 61 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

62. INSTRUCTION How are we going to get them to know it? CURRICULUM What do we want kids to Know and be able to do? ASSESSMENT How are we going to know they know it? Blurring the Boundaries of CIA Creates A FOCUS on the LEARNER 11/29/2015 62 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

63. Ready … Aim… SHOOT! Photos from worldofstock.com Curriculum Assessment Instruction 11/29/2015 63 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

64. What Do We Want Kids to Know? Remember: Fair Game Principle and Opportunities to Embed BOK – Life Science Big Idea 18: Matter and Energy Transformations SC.8.L.18.4 (AA); SC.8.L.18.1; SC.8.L.18.2; SC.8.L.18.4 BOK – Nature of Science Big Idea 1: The Practice of Science SC.8.N.1.1; SC.8.N.1.6; SC.8.N.1.3; SC.8.N.1.4 [Fair Game: SC.6.N.1.3; SC.7.N.1.3; SC.7.N.1.4] BOK – Physical Science Big Idea 8: Properties of Matter SC.8.P.8.5 (AA); SC.8.P.8.1 Big Idea 9: Changes in Matter SC.8.P.9.2 (AA); SC.8.P.9.1; SC.8.P.9.3 11/29/2015 64 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

65. 11/29/2015 65 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

66. How Are We Going to Know They Know It? Sample problem from 8 th grade FCAT Sample Test http://fcat.fldoe.org/fcat2/fcatitem.asp#download 11/29/2015 66 M-DCPS Division of Mathematics, Science and Advanced Academic Programs Ethan is observing chemical and physical properties of a substance. He heats up a substance and observes that the substance turns from a brown solid to a black powder. He refers to several chemistry journals that claim this represents a chemical reaction. From his observation and research, he concludes that the substance goes through a chemical change when heated. How can Ethan best defend his conclusion? A. by demonstrating that the substance will eventually melt if the temperature continues to increase B. by verifying that the substance is now made up of different molecules than before it was heated C. by verifying that the substance is made up of only one type of element D. by demonstrating that the substance is less dense after it is heated

67. How Are We Going to Teach Them so They Know It? 11/29/2015 67 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

68. Just as no performer enjoys playing the same role day in and day out, so no student enjoys sitting for the same type of lesson every day. It kills initiative and dulls the imagination. Variety is what makes the learning process, as well as the teaching aspect of that process, a pleasant one. Teaching Secondary School Mathematics: Techniques and Enrichment Units Posamentier and Stepelman, 1995, p. 21 11/29/2015 68 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

69. Where are We on the Inquiry Continuum 11/29/2015 69 M-DCPS Division of Mathematics, Science and Advanced Academic Programs Engage Explore Explain Elabora te Evaluat e

70. http://flpromise.org 11/29/2015 70 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

71. Assessment reminder Interim Assessments – Grade 8 and Biology – Baseline, Fall and Winter administration – Change this year: assesses all Annually Assessed benchmarks on each test District Quarterly Science Benchmark Assessment s in grades 6, 7 and Earth Space – Pretest, Quarter 1, Quarter 2, Quarter 3, Quarter 4 and Posttest – Aligned to Pacing Guides

72. Florida Achieves – Focus

73. Science Voyager www.fcatexplorer.com www.fcatexplorer.com

75. Assessment Resources: ExamView http://it.dadeschools.net http://it.dadeschools.net

78. Levels of Complexity

79. Facilitate a study group to investigate common interest topics to improve instruction and student achievement Facilitate action research to seek resources after reflection to improve instruction and student achievement Highly directive…Highly reflective… Facilitate a workshop or session to improve instruction and student achievement Provide an observation lesson to improve instruction and student achievement with feedback and collaborative input Co-teach with colleague to improve instruction and student achievement based on mutually agreed upon learning goals and success indicators Confer, observe, and debrief to improve instruction and student achievement Coaching Continuum

80. Submit Signed and Completed Action Plan Submit by email:arosales@dadeschools.netarosales@dadeschools.net Email Subject: Follow-up Coach 3 File Name: Participant name Coach 3 Follow-up

81. Contact information: Dr. Ava D. Rosales, Instructional Supervisor arosales@dadeschools.netarosales@dadeschools.net 305-995-4537 Mr. Heriberto “ Eddie” Bonet, Curriculum Support Specialist bonet219@dadeschools.netbonet219@dadeschools.net 305-995-3136