Coaching+w+Math+Teachers

I'm planning the morning piece for the second day of the January training. In an effort to get some feedback and to push my tech agenda, I am planning the presentation transparently here online,asking for feedback, and doing it in a modality that incorporates literacy technologies. If you want to provide feedback or leave a comment on the discussion tab please do so. [//The training is on integrating literacy into mathematics classes, and is being delivered to a cohort of 24 literacy coaches who have been with literacy and working in schools for a year and a half now, so it's not a presentation for a group of beginners. They know how to coach; they know literacy; and they know their audience. **So what is the purpose of this presentation? It is to push their understanding of what the potential for literacy could be in the math classes in their schools; think together about how they can facilitate greater change in the math teachers in their schools; and to think about specific teachers in their schools and how they might address those teachers goals for improvement.** I put this information out there not for the coaches who will be reading this but for anyone else who will stumble across this page and wonder why I plan the presentation the way that I do.//]

Page for submitting coaching scenarios from literacy coaches

My thinking is:
 * Part I:
 * present a potential classroom that integrates literacy well (perhaps not great),
 * have the coaches experience what it might be like
 * think about how they experienced the math, as a result of the literacy strategies, discuss/think aloud:
 * What was the purpose of literacy in the lesson
 * How did literacy appear in the lesson
 * How might you change/add-on/further integrate literacy
 * Part II:
 * Take scenarios that they submit in advance and brainstorm how they might coach those teachers and help those teachers
 * come up with plans to work with individual teachers who don't understand how to integrate or what it might look like in their classroom
 * come up with plans to work with groups or department of math teacher on what the department can do to integrate more literacy systemically
 * identify barriers only with potential solutions

Scenario/Part I: A lesson from a unit on measurement in the seventh grade. (I intentionally use a middle school lesson because the material will be accessible to more people and the integration of literacy activities won't critically be affected. Although the issues that high school coaches face will be different than middle school teachers) POS : **MA-7-M-S-MPA1** Students will read and use measurement tools (e.g. rulers, scales, protractors, angle rulers) link to example blog: http://grade7math-strivingreaders.blogspot.com/
 * MA-7-M-S-MPA2** Students will determine the length of sides (to the nearest eighth of an inch or nearest centimeter), area and perimeter of triangles, quadrilaterals (rectangles, squares, trapezoids) and other polygons. (Using the Pythagorean Theorem will not be required as a strategy.)
 * Starter activity:
 * POD (what the entire group does) "Using your ruler draw a centimeter and an inch, How do the two lengths relate to each other?" "If you have already explored how those two units compare are there any other units of measure that you can offer a comparison for?"
 * Word Wall starter: three chosen participants will interact with the word wall instead of doing the starter activity [//Today's starter will be to classify words into metric and customary categories//]
 * Share-out/discussion of both
 * Measurement Activity:
 * Measuring stations (will need a total of 6): Dimensions of each object measure in customary units and metric units
 * tires
 * bookshelf
 * room
 * hallway (this group will need to check with teacher before embarking on their measuring)
 * books
 * non-standard/not easily measured items i.e. foam finger
 * one group will record/post the answer to the days starter on the class blog
 * Will need some type of charting graphic organizer
 * Measuring tools- rulers, tape measure, yard/meter stick, yarn, grid paper
 * tires
 * Alternative measuring assignment
 * New Learning:
 * Spotlight the "books measuring group" to help the class measure the length, width, and height of their two textbooks.
 * [//A book will be provided that offers a measurement that will be more than 1/2, less than 3/4 of an inch i.e. 4 5/8 to help foster conversation about accuracy//]
 * [//A second book "Mathematics Teaching Today" will be measured and the length and width of that book are 8 1/2" by 11//"//]//
 * The dimensions will be discussed for accuracy what does 11 mean, what does 5 mean, how are they different, how are they the same
 * ...T/P/S
 * Rounding definition using double entry organizer
 * Explore questions that students have/capture on right hand column during lecture/discussion
 * Have students read from //"Mathematics Teaching Today"//
 * Text coding strategy
 * Discussion of ideas and how they were represented in the scenario
 * Don't focus on obstacles at this point
 * Quick write about what they learned about teaching of mathematics that might influence how they approach math teachers
 * Small-group share out

In small groups, use scenarios submitted to:
 * Part II
 * Brainstorm how they might coach those teachers and help those teachers identify what aspects of literacy they want to focus on
 * Come up with plans to work with individual teachers who don't understand how to integrate or what it might look like in their classroom
 * Come up with plans to work with groups or department of math teacher on what the department can do to integrate more literacy systemically
 * Identify barriers, BUT only with potential solutions