2. The "Coaching" Spirit is Catching On in Professional Development and in Classroom Practice Wisconsin Mathematics Council Green Lake Conference May 4, 2006 DeAnn Huinker, University of Wisconsin-Milwaukee Janis Freckmann, Milwaukee Public Schools huinker@uwm.edu freckmjl@milwaukee.k12.wi.us Website: www.mmp.uwm.edu This material is based upon work supported by the National Science Foundation under Grant No. 0314898. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation (NSF).

3. Session Overview Examine the coaching skills of paraphrasing and questioning. Study segments from a coaching conversation. Observe how coaching skills in the classroom promote student thinking.

4. Goals for Teacher Leaders Increase the number and quality of conversations at the school level around mathematics. Engage teachers in thinking more deeply about students’ mathematical learning and their teaching of mathematics.

5. Why Coach? As you watch the video, think about the role of the teacher leader as a “coach” and how she responds to and interacts with the teacher.

6. Paraphrases Acknowledge and Clarify So, you’re wondering if… You’re thinking that… Organize and Summarize First you’re going to…, then you will… So, to recap you have three… Shift Focus So a strong belief you hold is… A goal for you is…

7. Video: Paraphrasing Number your paper from 1 to 4. Listen to the coach’s paraphrases. Identify the type of paraphrase.  Acknowledge and Clarify  Organize and Summarize  Shift Focus

8. 1.So you have a question to help them identify some vocabulary, and it’s open ended, so you’re not telling them, which is one of your goals, and its also, letting them know that vocabulary is important... 2. So another thing you value in these discussions, is that all the children are able to participate, and feeling good about participation… 3. So you want the students to bring this out. You know that they’re important, but you want the students to recognize that this is important. 4. So, as you’re thinking about this problem, and the math things you need to teach, one of the things you’ve identified, is measurement, but there seems to be two aspects to this measurement: On the one hand, there are the terms related to the math. And then on the other hand, there was the vocabulary related to measurement.

9. ?? Thinking Potential ?? So, the problem is about a 5-ton block of ice, do your students know what a “ton” is? In thinking about the problem, describe some of the measurement ideas your students will need to revisit or develop.

10. Characteristics of Questions & Probes that Promote Thinking Invitation Open-ended Ownership

11. Video: Questioning Listen to the questions and probes posed by the coach. Discuss in small groups: Referring to the handout, identify how the “characteristics” are embedded in the questions.  Invitation  Open-ended  Ownership

12. Practice Work in small groups (triads). Person A: Describe an issue you are struggling with in your teaching or leadership role. Person B: Paraphrase. Person C: Pose a Question.

13. Reflection What was it like to paraphrase? What was it like to pose well- structured questions? What happened to your thinking?

14. In the Classroom As you watch the video, observe ways coaching skills promote student thinking and discussion.

15. Throughout the Conference … Don’t say, “How’s it going?” Instead you might say… “So, tell me what you learned in one of your sessions that really made you think!” When you see your friends:

16. THANK YOU!! www.mmp.uwm.edu

17. References Costa, A. L., & Garmston, R. J. (2002). Cognitive coaching: A foundation for renaissance schools (2 nd edition). Norwood, MA: Christopher-Gordon. Garmston, R., & Wellman, B. (1999). The adaptive school: A source book for developing collaborative groups. Norwood, MA: Christoperh-Gordon. Huinker, D., & Freckmann, J. L. (2004). Focusing conversations to promote teacher thinking. Teaching Children Mathematics, 10(7), 352-357. http://my.nctm.org/eresources/toc.asp?journal_id=4&Issue_id=700 West, L., & Staub, F. C. (2003). Content-focused coaching: Transforming mathematics lessons. Portsmouth, NH: Heinemann.