Premise is that whatever goals schools choose we would ask that we start with one goal building wide and then have them (coach and admin team) choose the methodology starting point
What to look for?: SMPs 1, 3, 4, 5, 6, 7
Assess teacher knowledge and experiences with the SMPs
Number of Visits
Number of Teachers
Visit Day Schedule:
When do they teach math and when is common and individual planning?
Structure of Math Block:
Where was problem solving evident during the needs assessment? (i.e. teacher/student modeling with annotation, teacher using questioning to encourage discourse, etct.) Was there a missed opportunity?
Classroom Setup:
Is there a student reference for the cognitive pathway that they use (posters); Word walls up, student access to a reference point for mathematics language; seating arrangement feasible for students to get in groups and pairs easily
Assessment of the Problems Used for Problem Solving:
Are the problems being used standards aligned and culturally relevant, and if not how is that being addressed?
What could the data points be:
ATLAS Data, student work Samples on open ended questions, Summative assessments, formative assessments, teacher/coach created rubrics (from curricular resource), State Rubrics for problem solving (i.e. MD modeling and reasoning standards), NTN Created Peer Reflection Rubrics (from what Lisa created years ago for 2 and 3 point questions)
Ongoing Needs Assessment
- What they need to know ?
- What you need to do?
- What you need to do?
- What is data point?
Identify the question (Step S)
Explain the meaning of what the problem is asking (Step S)
Analyze information (Step O)
Line up a plan (Step L) Use/understand multiple strategies/representations to solve (Step V)
Evaluate and reevaluate progress throughout problem solving situations
Check to see if the answer made sense (Step E)
Check for accuracy (Step E)
Check for reasonableness (Step E)
Justify reasoning with others
Coaching Practices
- Introducing a cognitve pathway/SOLVE Training
- MLR/Irs/HYS : Three Reads, Capturing Quantites, stronger and clearer, Discussion Supports, 5 practices, Distributive Summarizing
- Operation Word Wall Creation
- Estimation training/discussion
- “Just In Time” Content Training (CPA)
- Modifiying existing pathway to beef up to SOLVE
- MTP 2:Implement tasks that promote reasoning and problem solving.
- MTP 3: Use and connect mathematical representations.
- MTP 4: Facilitate meaningful mathematical discourse.
- MTP 5:Pose purposeful questions.
- MTP 7:Support productive struggle in learning mathematics.
- MTP 8:Elicit and use evidence of student thinking.
Formulate arguments to provide evidence surrounding answers
Exchange thoughts with others to defend answers
Classify correct from flawed logic
Use discourse to clarify the approach of others
Describe relationship of facts in a problem
Represent real world situation mathematically
Apply facts to find solution to a problem
Reevaluate and redesign plan as needed when solving
Coaching Practices
- MLR/Irs/HYS : Discussion Supports, 5 practices, Distributive Summarizing
- Operation Word Wall Creation and Concept Based Word Wall
- “Just In Time” Content Training (CPA)
- Creating access points for students/Scaffolding
- MTP 2:Implement tasks that promote reasoning and problem solving
- MTP 3: Use and connect mathematical representations
- MTP 4: Facilitate meaningful mathematical discourse
- MTP 5:Pose purposeful questions
- MTP 7:Support productive struggle in learning mathematics
- MTP 8:Elicit and use evidence of student thinking
Demonstrate ability to choose proper tool(s)
Use tool(s) appropriately (ex. ruler)
Identify limitations of tool(s)
Use tool to guide their discovery of the concept
Coaching Practices
- Standards unpacking for rigor components with emphasis on representations and concept development
- “Just In Time” Content Training (CPA)
- MTP 3: Use and connect mathematical representations
- MTP 8: Elicit and use evidence of student thinking
- Unpacking/planning for district provided lessons/unit
- Identifyig things as tools that are not traditionally tools
Communicate reasoning with others
Use correct mathematical language
Apply calculations correctly
Appropriately apply correct symbol use and labeling
Coaching Practices
- MLR/Irs/HYS : Stronger and clearer, Discussion Supports, 5 practices, Distributive Summarizing
- Operation Word Wall Creation and concept based word wall
- Use of Graphic Organizers
- “Just In Time” Content Training (CPA)
- MTP 4: Facilitate meaningful mathematical discourse
- MTP 5:Pose purposeful questions
- MTP 7:Support productive struggle in learning mathematics
- MTP 6:Build procedural fluency from conceptual understanding
- MTP 8:Elicit and use evidence of student thinking
Recognize the significance of the patterns/structures/properties of numbers and/or problem constraints
Make connections between different representations to deepen/support understanding
Deconstruct problem into easier parts to solve
Revisit problem identified (Step S) to revise plan as needed (Step L)
Coaching Practices
- “Just In Time” Content Training (CPA)
- Standards unpacking
- IR Capturing Quantities, Number talks, Three Reads, 5 Practices
- MLR – Compare and Connect
- Problem Solving
- Intructional Shifts – with focus on coherence – Coherence Map
- MTP 2:Implement tasks that promote reasoning and problem solving.
- MTP 3: Use and connect mathematical representations.
- MTP 4: Facilitate meaningful mathematical discourse.
- MTP 5:Pose purposeful questions.
- MTP 7:Support productive struggle in learning mathematics.
- MTP 8:Elicit and use evidence of student thinking.
