We write in MATH class. Really??? Teri Everett, Mentor IU9 and Cara Bates, Coach Austin School District www.instituteforinstructionalcoaching.org and www.pacoaching.org

Activity 1: Four Corners Which emoji do you most relate with in terms of coaching a math teacher with writing in his/her math class?

Objective: to to able to coach math teachers with improving responses in the math lesson. Scenario: You are having a conversation with a math teacher. This math teacher does know how to get the students to write better responses for the written response math questions. He is seeking some coaching around this problem. You know that Collins Writing could offer a solution, but you don’t know enough about Collins Writing in a math class to effectively support him. You want more strategies and resources to help this math teacher so he will not feel as if you are pressuring him to try something uncomfortable. Here is your lesson on how to coach a math teacher about using writing in a math lesson. Ready..?

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(B) Please Do Now... Title your paper Type 1 Quick Write: Skip spaces Quick Write: Explain three reasons why a student should write in a math class. Must be 5 or more lines You will have 2 minutes

What are the 3 reasons students should write in a math class? FORMATIVE ASSESSMENT ENGAGEMENT EFFORTFUL RETRIEVAL

THE Seven Strategies (from Bill Atwood, How did you get that?) 1. Use quick writing prompts to draw out background knowledge. Type 1 2. Give frequent, quick quizzes. Type 2 3. Provide clear criteria for a complete answer. Type 3 4. Teach reading strategies for math. Type 1,2,3 5. Build math vocabulary. Type 1,2,3 6. Develop great math assignments. Type 1,2,3 7. Collect and share results with colleagues.

5 Types of Writing (Collins Writing Program) Type 1: quick, less than 10 minutes total, elicits background knowledge and builds writing fluency, lowest risk, automatic success, line quota and timed Type 2: quick quizzes, build content knowledge and checks for understanding, content quota and is softly timed. This is a grade. _____________________________________ Difference between Type 1 and Type 2 is… Your Expectation Type 3: composition, crafted piece of work, shows the learning to write process rather than the writing to learn process of the earlier types, defines the answers in sentences of explanations and not just numbers, contains FCAs or KNSA. Type 4: peer edited, read aloud and critiqued. ______________________________________ Type 5: rarely used in math, for research paper type writing

Examples of Type 1 in Math (from Bill Atwood, How did you get that?) List three things you know are true. You will have 2 minutes.

Type 1 (from Bill Atwood, How did you get that?) List as many vocabulary words you know that pertain to this graph. You must have at least 5. You will have 2 minutes.

Two Truths & a Lie

Examples taken from Bill Atwood, How did you get that? Sample 1: Type One Writing in Math

Type 2 (from Bill Atwood, How did you get that?) Quick quizzes Content quota

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Another example from algebra would be the following image: A Type One question might be, ―What do you notice in the picture? Write three lines. With this prompt, you are attempting to attack a key underlying skill simplifying an equation. If 2 blocks = 10 cans, then 1 block = 5 cans. Once this core knowledge is established, many other things are true: 3 blocks = 15 cans; 4 blocks = 20 cans. This is a necessary knowledge piece because without this fundamental understanding students will never be able to answer a question which asks students to substitute and then compare two new quantities as in the next example. TURN THIS INTO A TYPE 2

Question #1 How many cans will balance 1 star? Show or explain your work. Must include 3 steps (from Bill Atwood, How did you get that?)

Type 2 (from Bill Atwood, How did you get that?) Review: Type two is a quick quiz. It is to build content and be assessed. describe in three steps the order to estimate the answer to this problem. explain two ways that equilateral triangles and squares are similar explain two mistakes that a student made when creating this graph

Type 2 and Vocabulary (from Bill Atwood, How did you get that?) www.instituteforinstructionalcoaching.org and www.pacoaching.org

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This activity will help boost student confidence before they start writing.

Constructed Response Tasks Use as a Do Now Build them into tests Exit Ticket Math Pen Pals Acronyms

Gallery Walks Post problems around the room. 1 problem for each group Fold paper for recording Solve problems & Justify Answers Reflect… Easiest? Hardest? Gallery Walk to solve all problems Assign each team to a problem (strategically) Show work on the chart Gallery Walk

Written Conversation Order of operations Fact families Solve a 4 part problem Odd & even Money (different ways to represent) Find x Ways to represent the # ____ Encourage students to check the person before them for accuracy. They can make a correction in their box.

Math Journals & Prompts Could be done as a station Writing Prompt Wednesday Collins Writing 1 or 2

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THE Seven Strategies (from Bill Atwood, How did you get that?) 1. Use quick writing prompts to draw out background knowledge. Type 1 2. Give frequent, quick quizzes. Type 2 3. Provide clear criteria for a complete answer. Type 3 4. Teach reading strategies for math. Type 1,2,3 5. Build math vocabulary. Type 1,2,3 6. Develop great math assignments. Type 1,2,3 7. Collect and share results with colleagues.

Type 3 = Provide clear criteria for a complete answer (from Bill Atwood, How did you get that?) Criteria = FCA: Focus Correction Areas KNSA: What do you KNOW? What do NEED to find out/do? What STEPS did you take? What is your ANSWER? Box the answer, include correct units, double check

Action Time

Now, going back to coaching… Type 3 What information was of value to you? Give 2 specifics? In your district, who could you reach out to with this information? Underline your specifics and box your people’s names.