Coaching Continuum

1
Science Leaders DialogueCOACHES

• Session 5
• Coaching Continuum
• Self Reflection and Student Engagement
• 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

2
Welcome

• Make a Name Tent and include
• NAME
• SCHOOL
• One aha (eye-opening) moment that resulted from
  the Interim and Quarterly assessments

3
Source Wordle.net
4
Outcomes/Goals

• Support coaching continuum to improve teaching
  and learning
• Model acquisition of scientific literacy
• Facilitate self-discovery processes
• Develop activities that differentiate instruction

5
Norms

• Collaborative
• Ownership into action
• Actively participate
• Consensus building
• Helpful

• 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 -reminder

• 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
Coaching Continuum
Confer, observe, and debrief
to improve instruction and student achievement
Facilitate a study group to investigate common int
erest topics to improve instruction and
student achievement
Facilitate action research to seek resources after
reflection to improve instruction
and student achievement
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
Highly directive
Highly reflective
9
Idea 8 Know What Science IS and What Science
IS NOT
http//www.indiana.edu/ensiweb/lessons/sunsets.ht
ml ENSI
10

• WHAT
• SCIENCE
• IS

11
Science IS

• LIMITED TO THE NATURAL WORLD
• OBSERVABLE TESTABLE
• MEASURABLE REPEATABLE
• MODIFIABLE VERIFIABLE
• BUILT UPON TESTABLE PREDICTIONS
• BASED ON EXPERIMENTATION
• OPEN TO CHANGE BIASED
• DISPROVABLE OBJECTIVE
• STRONG THEORIES INFERRED FROM SOLID EVIDENCE
• MADE STRONGER BY DIFFERENT LINES OF EVIDENCE
• A SEARCH FOR UNDERSTANDING

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• WHAT
• SCIENCE
• IS NOT.

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Science IS NOT

• BASED ON PROOF (Do not use this word!)
• RIGID
• BASED ON BELIEF (Do not use this word either!)
• BASED ON FAITH
• BASED ON AUTHORITY
• DECIDED BY DEBATE OR LAW
• A SEARCH FOR TRUTH
• CERTAIN (These either!)
• FAIR
• ABLE TO SOLVE ALL PROBLEMS
• A COLLECTION OF FACTS
• DEMOCRATIC
• ABSOLUTE

14
What is Inquiry Learning Anyway?

• Inquiry involves answering questions about the
  world in which we live.
• Inquiry means more than constructing laboratory
  experiments or hands-on activities.
• Dorothy Gabel, Educational HORIZONS, Winter
  2003

15
What is Inquiry Learning Anyway?

• Learning should be based around student
  questions.
• Students work independently to solve problems
  rather than receiving direct instructions from
  the teacher.
• Teachers are viewed as facilitators of learning
  rather than vessels of knowledge.
• The teacher's job in an inquiry learning
  environment is not to provide knowledge, but to
  help students discover knowledge themselves.

16
Scientific Inquiry

• Ask a question about objects, organisms and
  events in the environment.
• Plan and conduct a simple investigation.
• Use appropriate tools and techniques to gather
  and interpret data.
• Use evidence and scientific knowledge to develop
  explanations.
• Communicate investigations, data and explanations
  to others.
• National Research Council, 1996
  http//www.nap.edu/html/nses/

17
Essential Features of Classroom Inquiry

• When learning science through inquiry, learners
• Are engaged by scientific questions
• Give priority to evidence as they plan and
  conduct investigations
• Develop descriptions, explanations, and
  predictions using collected evidence
• Engage in critical discourse with others about
  procedures, evidence and explanations
• Carin, A.A., J.E. Bass T.L.
  Content, 2005. Methods for
• Teaching Science as Inquiry.
  Upper Saddle River, NJ Pearson.

18
Three Levels of Inquiry

• Structured or Bounded
• Students engage in a hands-on activity and draw
  conclusions, but follow specific teacher
  instructions.
• Guided or Directed
• Students may assume responsibility for
  determining procedure, but the teacher chooses
  question for investigation.
• Open or Free
• Students generate their own questions from a
  teacher-selected topic and design their own
  investigation.

19
Inquiry or Not Activity
20
Jigsaw NSTA Article

• Fostering Argumentation

21
Positive Learning Environment 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
22
A Positive Learning Environment

• The learning environment plays a significant role
  in what students learn.
• A positive learning environment is one that
  promotes, not hinders, scientific literacy.

23
The Learning Environment

• More than just a physical setting with desks,
  bulletin boards, and posters, the classroom and
  science lab environments communicate subtle
  messages about what is valued in learning and
  doing science.

24
The Learning Environment

• If students are to learn to make conjectures,
  experiment with various approaches to solving
  problems, construct scientific arguments and
  respond to others arguments, then creating an
  environment that fosters these kinds of
  activities is essential.

25
The Equity Principle

• Excellence in science education requires
  equityhigh expectations and strong support for
  ALL students.
• American Association for the
• Advancement of Science (AAAS)
• Project 2061
• http//www.aaas.org/

26
The Equity Principle

• Equity requires
• high expectations and worthwhile opportunities
  for all.
• accommodating differences to help everyone learn.
• resources and support for all classrooms, all
  laboratories and all students.

27
EQUITY

• In each corner is a sign strongly agree, agree,
  disagree, and strongly disagree.
• I am going to put a statement on the board that
  adds a caveat to the statement ALL CHILDREN CAN
  LEARN. The caveat is often used to explain why
  all students dont learn.
• Making Schools Work for Every Child, SERVE ,
  2000

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EQUITY

• Go to the sign that best reflects your belief
  about the statement.
• Briefly discuss why you are there.
• Choose a spokesperson to share with the whole
  group.
• You may change corners at any time.

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EQUITY

• ALL CHILDREN CAN LEARN
• BUT THE EXTENT OF THEIR LEARNING IS DETERMINED BY
  THEIR INNATE
• ABILITY OR APTITUDE.

30
EQUITY

• ALL CHILDREN CAN LEARN
• IF THEY ELECT TO PUT FORTH THE NECESSARY EFFORT.
  

31
EQUITY

• ALL CHILDREN CAN LEARN
• AND WE WILL ACCEPT RESPONSIBILITY FOR ENSURING
  THEIR GROWTH, BUT MUCH IS BEYOND OUR CONTROL.

32
EQUITY

• ALL CHILDREN CAN LEARN
• AND WE WILL ESTABLISH HIGH STANDARDS OF LEARNING
  THAT WE WILL EXPECT ALL STUDENTS TO ACHIEVE.

33
EQUITY

• ALL CHILDREN CAN LEARN BUT THE EXTENT OF THEIR
  LEARNING IS DETERMINED BY THEIR INNATE ABILITY
  OR APTITUDE.
• We believe that all students can learn, but the
  extent of their learning is determined by their
  innate ability or aptitude. This aptitude is
  relatively fixed, and, as teachers, we have
  little influence over the extent of student
  learning. It is our job to create multiple
  programs or tracks that address the different
  abilities of students and then guide students to
  the appropriate program. This ensures that
  students have access to the proper curriculum and
  an optimum opportunity to master material
  appropriate to their ability.

34
EQUITY

• ALL CHILDREN CAN LEARN IF THEY ELECT TO PUT
  FORTH THE NECESSARY EFFORT.
• We believe that all students can learn if they
  elect to put forth the effort. It is our job to
  provide all students with this opportunity to
  learn, and we fulfill our responsibility when we
  try to present lessons that are both clear and
  engaging. In the final analysis, however, while
  it is our job to teach, it is the students job
  to learn. We should invite students to learn,
  but honor their decision if they elect not to do
  so.

35
EQUITY

• ALL CHILDREN CAN LEARNAND WE WILL ACCEPT
  RESPONSIBILITY FOR ENSURING THEIR GROWTH, BUT
  MUCH IS BEYOND OUR CONTROL.
• We believe that all students can learn and that
  it is our responsibility to help each student
  demonstrate growth as a result of his or her
  experience with us. The extent of the growth
  will be determined by a combination of the
  students innate ability and effort. It is our
  job to encourage all students to learn as much as
  possible, but the extent of their learning is
  dependent on factors over which we have no
  control.

36
EQUITY

• ALL CHILDREN CAN LEARNAND WE WILL ESTABLISH HIGH
  STANDARDS OF LEARNING THAT WE WILL EXPECT ALL
  STUDENTS TO ACHIEVE.
• We believe that all students can and must learn
  at relatively high levels of achievement. It is
  our job to create an environment in our
  classrooms that results in this high level of
  performance. We are confident that with our
  support and help, students can master challenging
  academic material, and we expect them to do so.
  We are prepared to work collaboratively with
  colleagues, students, and parents to achieve this
  shared educational purpose.

37
A Supportive Learning Environment

• Effective teaching requires a challenging and
  supportive classroom learning environment.

38
A Supportive Learning Environment

• Students should gain confidence through
  successful experiences in science promoting
  life-long learning.
• Teachers should believe all students can
  successfully learn science.
• All students should receive equitable treatment
  without regard to gender, ethnicity, or
  predetermined expectations for success.
• Learning styles should be accommodated through a
  variety of instructional methods.

39
A Supportive Learning Environment

• Children are NEVER what you think they are
• Children are NEVER what they think they are
• Children ALMOST ALWAYS become what they think you
  think they are.
• Dudley Flood, North Carolina

40
An Enabling Learning Environment

• An enabling environment is one in which teachers
  stimulate the learning of good science by
• Providing and structuring time necessary to
  explore
• Respecting and valuing students' ideas and ways
  of thinking
• Expecting students to actively participate as an
  integral part of the learning process
• Having available the materials (manipulatives,
  technological tools, lab equipment) necessary to
  explore science

41
A Physical Learning Environment

• Furnishings should include tables and chairs or
  flat desks that can be arranged and rearranged.
• No single resource, including textbooks, should
  be the sole supporter of any science program.
• Manipulatives should be used to meet the needs of
  ALL students.
• Students should be encouraged to spend the time
  and use the tools needed for scientific
  exploration and discovery.

42
A Physical Learning Environment

• The learning environment is not restricted to
  classrooms.
• Many activities may require students to be
  outdoors

43
Classroom Organization

• Map Your Room For A Purpose
• Seating arrangements
• Learning centers
• Individual or groups
• Instructional Space
• A/V and technology equipment/materials
• Placement of demonstration tables/cart, reagent
  tables, counter tops

44
Physical Environment

• Comfortable Learning Environment
• Display areas that are interactive
• Student Work
• Learning Center
• Student created and commercially produced posters
• Current events in science
• Science Vocabulary
• graphic organizers, word walls
• Science Library

45
Physical Environments Laboratories

• Lab Safety posters and safety equipment signs
  visible
• Appropriate and effective use when space is
  shared
• Accessible safety and emergency equipment that is
  in working order
• Considerations of storage of materials and
  chemicals

46
CommunicationReading, Writing, Speaking,
Listening

• Establish a communication-rich classroom in which
  students are encouraged to share their ideas and
  to seek clarification until they understand.
• National Research Council, 2000

47
Reading the Language of Science

• Making sense of scientific terms, symbols,
  notations, and syntax
• Interpreting pictures, diagrams, charts, and
  graphs
• Discerning differences between the meaning of a
  word in a science context and when used as part
  of everyday language (e.g., the word theory)
• Integrating different modes of communication
  (e.g., the written text to the spoken text data
  analysis to discussion of results)

48
Reading the Language of Science Activity

• On your worksheet, review the prefixes and
  meanings sheet.
• In your group, decipher the words on the second
  page.

49
Reading the Language of Science

• Science writing is aimed at being
• Concise
• Clear
• Precise
• What are some issues related to potential sources
  of difficulty for understanding science
  vocabulary.

50
Writing in Science

• The process of writing reveals when
  understanding is robust or fragile.
• Thompson, Kersaint, Richards, Hunsader,
  Rubenstein, Mathematical Literacy Helping
  Students Make Meaning in the Middle Grades (2008)

51
Writing in Science

• Multiple Representation Charts

Scientific Example Real-Life Example
Visual Example Explanation in words
52
Writing in Science

• A Dozen Ways to Write in Science

Freewriting Explaining Errors
Focused Freewriting Questioning
Attitudinal Writing Summarizing
Reflective Writing Defining
What If Activity Creating Word Problems
Process Writing Science Journaling
53
Speaking and Listening in Science

• The discourse of a classroom--the ways of
  representing, thinking, talking, and agreeing or
  disagreeing is central to what students learn
  about the nature of science.

54
A Safe Learning Environment

• Develop a non-threatening classroom atmosphere
  for question raising.
• Encourage students to ask/answer questions
  concerning an investigation, the relevancy of the
  investigation to what is being studied and how
  the investigation may generate new questions or
  ideas.
• Develop a climate in which those who ask
  questions may investigate and satisfy their own
  questions, possibly revise their question based
  on new knowledge and offer explanations to
  others.

55
Discourse

• The discourse in the science class reflects the
  messages about the nature of science, what makes
  something reasonable, and what doing science
  entails it is central to both what students
  learn about science as well as how they learn
  it.

56
Orchestrating Discourse

• The teachers role is to initiate and
  orchestrate discourse, so that all students
  feel free to express their ideas.

57
Promoting Discourse

• The students role is to engage in making
  conjectures, proposing approaches and solutions
  to problems, and arguing about the validity of
  particular claims.

58
Enhancing Discourse

• Given the range of scientific tools available,
  teachers should often allow and encourage
  students to select the means they find most
  useful in working on or discussing a particular
  scientific problem.

59
In A Positive Learning Environment

• TEACHERS WILL BE 
• Raising questions that challenge deeper thinking
  about real problems, not just lecturing
• Allowing students to raise and discuss original
  questions about science for which there is no
  answer in the book
• Using manipulatives and technology when it is
  appropriate
• Drawing on student discovery and creativity to
  keep them interested.
• Bringing a variety of resources into the
  classroom .
• Working with other teachers to make connections
  between disciplines
• Using assessments that stress understanding and
  problem-solving skills, not just memory

60
In A Positive Learning Environment

• STUDENTS WILL BE
• Working cooperatively and independently
• Using manipulatives and technology as useful
  tools, not just textbooks, paper, and pencil
• Becoming aware of how science is applied to real
  life problems, not just a series of isolated
  skills
• Collecting data and trying to make sense of it
• Seeing the usefulness of science as they study
  other subjects
• Learning how to communicate scientific ideas
• Actively engaged in the learning process

61
Crash Landing on the Moon

• You are a member of a space crew scheduled to
  rendezvous with a mother ship on the lighted
  surface of the moon. However, your ship
  crash-lands on a lighted spot some 320 km. from
  the rendezvous point. Much of the equipment was
  damaged during landing. Survival depends on
  reaching the mother ship.
• What should you take with you?

62
Crash Landing on the Moon

• What are some of the major environmental
  differences between the earth and our moon?

63
Crash Landing on the Moon
What should you take with you?
64
Crash Landing on the Moon

• What is most important to take with you?
• What is least important to take with you?

65
Crash Landing on the Moon

66
Crash Landing on the Moon

• Would you survive?
• 0 - 25 Excellent
• 26 - 32 Good
• 33 - 45 Average
• 46 - 55 Fair
• 56 - 70 Poor
• 71 - 112 Very Poor

67
Crash Landing on the Moon

• Was this a positive learning environment?
• What Standards were addressed?

68
Crash Landing on the Moon

• What did we do?
• Reading
• Writing in science
• Discourse---a lot of talking about the science
• Next Generation SSS
• SC.8.E.5.7
• Compare and contrast the properties of objects in
  the Solar System including the Sun, planets, and
  moons to those of Earth, such as gravitational
  force, distance from the Sun, speed, movement,
  temperature, and atmospheric conditions.Cognitiv
  e Complexity/Depth of Knowledge Rating Moderate

69
Crash Landing on the Moon

• What did we do? SSS and FCAT Grades 6 8
• Standard 1 The student understands the
  interaction and organization in the Solar System
  and the universe and how this affects life on
  Earth. (SC.E.1.3)
• 1. understands the vast size of our Solar System
  and the relationship of the planets and their
  satellites.
• 2. knows that available data from various
  satellite probes show the similarities and
  differences among planets and their moons in the
  Solar System.

70
Preparation

• Teaching the new curriculum standards does
  prepare students for scientific literacy.
• It takes carefully chosen rich activities that
• Encourage what if questions
• Lead somewhere in science
• Promote discussion and communication

71
Differentiate Instruction

• Think-tac-toe

72
Science Web Site http//science.dadeschools.net
73
Learning Village
74
Reflection

• 3 Things I learned
• 2 Important concepts I will share
• 1 Question I still have
• Follow-up Action Plan posted at science
  website on Friday due in two weeks

75
The Science Classroom Essentials

• Contact information
• Dr. Ava D. Rosales, Instructional Supervisor
• arosales_at_dadeschools.net
• 305-995-4537