session 3 coaching continuum and effective instruction planning and questioning presented by dr. ava...

Session 3Coaching Continuum and

Effective InstructionPlanning and Questioning

Presented byDr. Ava D. Rosales, Instructional Supervisor

Heriberto “Eddie” Bonet, Curriculum Support Specialist

Miami-Dade County Public SchoolsDivision of Mathematics, Science and Advanced

Academic Programs

Science Leaders DialogueCOACHES

Welcome

Make a Name Tent and include:

•NAME•SCHOOL•One “aha” (eye-opening) moment that resulted from the Interim and Quarterly assessment

Source: Wordle.net

Support coach model to improve instruction and student achievement:

Model the importance of Planning

Facilitate movement from Engage to Explain in the 5-Es

Develop quality questioning techniques

Outcomes/Goals

04/18/234M-DCPS Division of Mathematics, Science and Advanced Academic Programs

Collaborative

Ownership into action

Actively participate

Consensus building

Helpful •Electronic devices

•Restrooms

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

A Coaching Continuum

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…

Facilitate astudy group

to investigatecommoninterest topics

to improveinstruction

and studentachievemen

t

Facilitateaction

research toseek

resourcesafter

reflectionto improveinstruction

andstudent

achievement

Highly directive… Highly reflective…

Facilitate aworkshopor sessionto improveinstruction

and studentachievement

Provide anobservation

lesson to improve

instruction and

studentachievement

withfeedback andcollaborative

input

Co-teach withcolleague to

improve instruction


basedon mutually

agreedupon learning

goalsand successindicators

Confer,observe,

anddebrief toimprove

instructionand

studentachieveme

nt

Coaching Continuum

Planning for Instruction Science Grades 6 - 8

A grant funded by the USDOE and awarded by the FLDOE Mathematics and Science Partnership Initiative. Presentation developed by Florida PROMiSEPartnership to Rejuvenate and Optimize Mathematics and Science Education 04/18/239

Just as an actor focuses on his script and a musician on the score, so must a teacher

focus on a lesson plan.

Teaching Secondary School Mathematics: Techniques and Enrichment Units

Posamentier and Stepelman, 1995, p. 21

Planning for Instruction

04/18/2310

Just as an actor focuses on his script and a musician on the score, so must a teacher

focus on a lesson plan.

Teaching Secondary School Mathematics: Techniques and Enrichment Units

Posamentier and Stepelman, 1995, p. 21


04/18/2311

Why have lesson plans?


04/18/2312

To help teacher organize thoughts and materials needed for lesson (learning activity, teaching strategy, and assessment instrument).

To ensure that teacher actually teaches the required curriculum (including standards required by law).

To assist the teacher to become a more reflective decision maker.


04/18/2313

The quality of the lessons you deliver is the essence of

teaching.


04/18/2314

The best lessons contain a clear purpose, actively engage the

students, cater to various learning styles, and challenge the students with higher level

questions.

What Great Lesson Plans Look Like

04/18/2315

There are three levels of lesson planning:

Long-term planning

Short-term planning

Daily planning

Levels of Planning:

04/18/2316

Subject content

Reading in the content area

Curriculum mapping

Integration of multiple subject areas

What do you want students to know when they complete the day, semester, or year lesson(s)?

Considerations when Planning

04/18/2317

Science teachers also need to know how to plan for:

Laboratory activities

Teaching controversial issues such as evolution

Lab safety

The use of science-specific graphic organizers.

Considerations when Planning

04/18/2318

How you teach is also an important consideration when planning.

Teachers tend to teach the way they were taught.

Different students learn different topics in different ways, so it is important to include a mix of teaching techniques in your lesson plans.

Instructional Strategies

04/18/2319

How were you taught?

How do you think you

learn best?

What are some other instructional strategies that might have been used?

Instructional Methods

04/18/2320

Direct instruction

Cooperative learning groups

Inquiry (structured, guided, open)

Peer teaching

Concept maps / mindmaps

Learning centers

Problem / community based

Using Different Instructional Methods

04/18/2321

Some of most effective science lessons are based on inquiry learning, where the locus of control shifts from the teacher to the students.

Inquiry lessons lie on a continuum from structured to free.

Inquiry Learning

04/18/2322

A real-world problem provides context and motivation for students to learn scientific content.

Learning is shaped by the student (inquiry) while the teacher acts as a guide, helping with content and metacognitive skills

Problem-Based Learning (PBL)

04/18/2323

Cooperative groups can contribute to better comprehension, higher scores and higher satisfaction.

Group lessons must be well organized to be effective.

Group work is not simply an excuse for the teacher to do something else.

Cooperative Groups

24 04/18/23M-DCPS Division of Mathematics, Science and Advanced Academic Programs

Cooperative learningPeer responseThink-pair-shareDiscussion circlesPaired problem solvingReciprocal teachingJigsaw

Types of Group Work


Random—numbering off, matching pictures, etc

Purposeful—using set criteria, i.e., high/low achievers, male/female, etc.

Studies have shown that diverse groups are best. It is also a good idea not to keep the same groups repeatedly.

Choosing Group Members

04/18/2326

M-DCPS Division of Mathematics, Science and Advanced Academic Programs

Lab rolesMaterials Manager (MM)

The materials manager is responsible for obtaining all necessary materials and/or equipment for the lab.

Roles and responsibilities:

The only person allowed to be out of their seat to pick up needed materials

Organizes materials and/or equipment in the work space

Facilitates the use of materials during the investigation

Assists with conducting lab procedures Returns all materials at the end of the lab to the designated area

Safety Director (SD) The safety director is responsible for enforcing all safety rules and conducting the lab.


Assists the PD with keeping the group on-task Conducts lab procedures Reports any accident to the teacher Keeps track of time

Assists the MM as needed.

Project Director (PD) The project director is responsible for the group.

Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the

teacher Shares summary of group work and results with the class

Technical Manager (TM) The technical manager is in charge of recording all data.


Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures

Assists with the clean up

Project Director (PD) The project director is responsible for the group.

Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the

teacher Shares summary of group work and results with the class

Technical Manager (TM) The technical manager is in charge of recording all data.


Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures

Assists with the clean up


Leader / recorder / speaker / materials (go-getter)

Facilitator / recorder / reporter / data processor

Other group roles may include tasks such as timer, illustrator and so on.

Assigning Roles


Remember, there is no “magic” new instructional method that will work in every situation.

Incorporate a variety of teaching methods into your lessons.

Instructional Methods - Review


Multiple Intelligences

04/18/2330

expectumf.umf.maine.edu


Intelligence Teaching ExampleBodily-Kinesthetic act out the movement of the solar system as a

class

Interpersonal work in research teams to solve a problem

Verbal-Linguistic write a story about a cell in your bloodstream

Logical-Mathematical

collect and analyze data from an experiment

Naturalistic grow plants in various places in and out of the classroom

Intrapersonal write about which animal you would like to be, how you would live, and why

Spatial draw what you see under a microscope

Musical observe sound waves of sand on a drum

Multiple Intelligences


Short-term or unit plans:

Expand on one curriculum topic.

Developmentally sequence the topics of the unit.

Include content, teaching strategies, and assessment instruments.

Reflect the Next Generation Sunshine States Standards - Big Ideas and Benchmarks.

Short-Term or Unit Planning


04/18/2333

Pacing GuideSAMPLE UNIT PLAN


MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

M/J COMPREHENSIVE SCIENCE 3 Course Code: 200210001

Curriculum and Instruction - Science Page 1 of 1

BODY OF KNOWLEDGE: P: Physical Science TOPIC VI: Chemical Properties and Changes of Matter

NEXT GENERATION SUNSHINE STATE STANDARD(S)

ESSENTIAL CONTENT OBJ ECTIVES INSTRUCTIONAL TOOLS

Big Idea 8: Properties of Matter SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. AA (D.O.K: Low) SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances. Assessed as SC.8. P.8.5 (D.O.K: Moderate) SC.8.P.8.8 Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Assessed as SC.8. P.8.5 (D.O.K: Moderate) SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Assessed as SC.8. P.8.5 (D.O.K: Moderate)

Big Idea 9: Changes in Matter SC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Assessed as SC.8.P.9.2 (D.O.K: High) SC.8.P.9.2 Differentiate between physical changes and chemical changes. AA (D.O.K: Moderate) SC.8.P.9.3 Investigate and describe how temperature influences chemical changes. Assessed as SC.8.P.9.2 (D.O.K: High)

Big Idea 1: The Practice of Science SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. AA (D.O.K: High) SC.8.N.1.2 Design and conduct a study using repeated trials and replication. Assessed as SC.7.N.1.2 (D.O.K: Moderate) SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence changes of matter. Assessed as SC.6.N.2.2 (D.O.K: Moderate)

A. Compounds 1. Acids

a. pH b. . Examples

2. Bases

a. pH b. b. Examples

3. Salts

B. Mixtures and Solutions

1. Similarities 2. Differences

C. Chemical Changes

1. Indicators 2. Examples 3. Temperature Effects 4. Similarities and Differences

to Physical Changes 5. Conservation of Mass

Differentiate among pure substances, mixtures, and solutions.

Describe how elements combine in a multitude of ways to produce compounds that make up all living and nonliving things.

Compare, contrast, and classify the properties of compounds, including acids and bases.

Explain the pH scale.

Determine the pH of common substances.

Identify common examples of acids, bases, and salts.

Identify mixtures and solutions that include components of different states of matter (e.g., gas dissolved in liquid).

Classify changes in matter as chemical or physical.

Investigate chemical changes and describe indicators that signify a chemical change has taken place.

Identify examples of chemical changes.

Investigate and describe the effect of temperature on chemical changes.

Compare and contrast physical and chemical changes.

Demonstrate that mass is conserved in ordinary chemical reactions.

Describe the motion of particles in solids, liquids, and/or gases.

Distinguish between exothermic and endothermic reactions.

Core Text Book: Pearson Interactive Science Florida Ch 8.3 ; Ch. 9.2 – 9.3; Ch. 10; Ch. 11 and Ch. 12 Vocabulary: homogeneous, heterogeneous, element, compound, mixture, solution, acid, base, indicator, salt, precipitate, reversible, endothermic, exothermic, temperature, chemical property, physical property, chemical reaction, chemical change, reactant, product, physical change, chemical formula, subscript, coefficient, pH, acidity, basicity, theory, model, conservation of mass Technology: Pearson: My science online 1. GIZMOs: Temperature and Particle Motion; pH Analysis; pH

Analysis: Quad Color Indicator ; Freezing Point of Salt Water 2. Chemical versus Physical Properties and Changes Strategies: KWL, 5 E model, cooperative groups, re-teaching, CRISS, demonstrations, student centered, JASON (see p. 2) o ELL: o Enrichment: o SPED: Assessment: Formal/Authentic; Oral assessment, free form or concept map, Formative Assessment The Rusty Nails (V ), Earth’s Mass (V3), Lemonade (V1), Sugar Water (V4) Labs: 1. TX LabZone Quick lab: Ch. 8-Physical and Chemical

Changes; Ch. 10 –Sharing Electrons; Ph One Home; Ch 11 - Separating Mixtures; Scattered Light; Predicting Rates of Solubility; Ch. 12 -Observing change; Is Matter Conserved?

2. TX LabZone Lab: Speedy Solutions (Ch.11) 3. Change Matters (EL) 2. Chemical Change in a Bag (EL) 3. Law of Conservation of Matter 4. SMILE Program Chemistry Index 5. Acids and Bases Lesson Plans 6. Acid-Base Tea Party (Demo) 7. Properties of Mixtures and Solutions 8. Conservation of Matter and Balancing Chemical

Related Program: Science Fair

Pacing Date(s) Traditional 12 days 10-31-11 to 11-16-11

Block 6 days 10-31-11 to 11-16-11

Developing an Effective Daily Lesson Plan

Plan for conceptual understanding.

Use discovery, collaborative, and inquiry learning.

Use authentic assessment that evaluates what you taught.

Instructional Planning

04/18/2334 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

The 5 Es model is an instructional model based on the constructivist approach to learning.

The 5 Es allows students and teachers to:

experience common activities use and build on prior knowledge and experience construct meaning continually assess students’ conceptual understanding

Rationale for Using the 5 E Model


The 5E Model – One Effective Approach

Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy


Engage

Questions to Stimulate Student Thinkingand Accountable Talk

04/18/23M-DCPS Division of Mathematics, Science and Advanced Academic Programs37

Questions to Stimulate Student Thinking

and Accountable Talk

To encourage students' reasoning about mathematics and science, and to involve them in higher-order thinking processes, teachers must be adept at posing clarifying and provocative questions.

Florida Curriculum Framework, p. 146

04/18/23

38

M-DCPS Division of Mathematics, Science

and Advanced Academic Programs

Helping students work together to make sense of mathematics or science:

"What do others think about what Sam said?"

"Do you agree? Disagree?"

"Does anyone have the same answer but a different way to explain it?"

"Would you ask the rest of the class that question?"

"Do you understand what they are saying?"

"Can you convince the rest of us that makes sense?"



04/18/2339


Helping students to rely more on themselves to determine whether something is correct:

"Why do you think that?" "Why is that true?" "How did you reach that conclusion?" "Does that make sense?“ "Can you make a model to show that?"



04/18/2340


Helping students learn to reason:

"Does that always work?"

"Is that true of a counter example?"

"How would you support/demonstrate that?"

"What assumptions are you making?"



04/18/2341



Helping students learn to conjecture, invent, and solve problems:

"What would happen if...?"

"Do you see a pattern?"

"What are some possibilities here?"

"Can you predict the next one? What about the last one?"

"How did you approach the problem?"

"What decision do you think he should make?"

"What is alike and what is different about your method of solution and hers?"



04/18/2342


Helping students to make connections within the content, between content areas, and to the real world

"How does this relate to...?"

"What ideas that we have learned before were useful in solving the problem?"

"Have we ever solved a problem like this one before?"

"What uses of mathematics [science] did you find on the news/Internet/television last night?"

"Can you give me an example of ... in the real world?"



04/18/23

43



REMEMBERQuestions drive the

inquiry process.

04/18/2344


What’s the difference between a

fish and a submarine?One has lettuce and tomato and one has

tarter sauce!

What Are They Thinking?

04/18/2345


UsingFCAT 2.0 Test Item SpecsPacing GuideQuestion Stem Worksheet

Benchmarks:SC.8.N.1.1; SC.8.N.1.6; SC.8.N.1.3; SC.8.N.1.4SC.8.P.9.2 (AA); SC.8.P.8.1; SC.8.P.8.5 (AA) SC.8.P.9.1; SC.8.P.9.3SC.8.L.18.4; SC.8.L.18.1; SC.8.L.18.2;

SC.8.L.18.4;

Develop Essential Questions


UsingFCAT 2.0 Test Item SpecsPacing GuideQuestion Stem Worksheet

Benchmarks:SC.7.N.1.5 (AA) SC.7.E.6.2 (AA) SC.7.N.1.3 SC.7.E.6.1

SC.7.E.6.3SC.7.P.11.1 SC.7.E.6.4 (AA)


04/18/2347

Use Item SpecsPacing GuideQuestion Stem Worksheet

BenchmarksSC.6.N.1.1 SC.6.E.6.1 SC.6.P.11.1SC.6.N.1.2 SC.6.E.7.4

SC.6.P.13.1(AA)SC.6.N.1.4 SC.6.P.13.2SC.6.N.2.2 (AA)

SC.6.P.13.3(AA)


04/18/2348


How will students’ interest be captured?

Make connections between what has been learned and what will be learned

Focus student thinking

Mental engagement




What exploration experience will be used?

Provide common base of experiences

Identify and develop current concepts, processes, and skills through exploration of environment, materials, tools, etc.



EXPLORE: Inquiry: Hands-on/Minds-on


51


How will students communicate the results of

their explorations?

Focus on particular aspects of the engagement and exploration

Students communicate conceptual understanding and demonstrate skills

Introduction of common language base

Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy 04/18/2352M-DCPS Division of Mathematics, Science and Advanced Academic Programs

Interim and Q1 Data Analysis

• Review the inquiry activities and indicate opportunities to reteach and/or incorporate secondary benchmarks (REMEMBER Fair Game)

• Identify secondary benchmarks using assessment data

EXPLORE: Grade 8Inquiry: Hands-on/Minds-on

Is a New Substance Formed? (Inquiry Warm-up)

Law of Conservation of Matter (CPALMS)

Are You Part of a Cycle? (Warm-up)

Following Water (Quick Lab)

Chapter 13 (Warm-up/Quick Lab Cluster)

04/18/2354


EXPLORE: Grade 7Inquiry Hands-on Minds-on

What’s in a Rock? (Inquiry Warm-up)Classifying Rocks (EL)Density Driven Fluid Flow (EL)Fossils and the Law of Superposition

(EL)

EXPLORE: Grade 6Inquiry: Hands-on/Minds-on

How Do Glaciers Change the Land? (Inquiry Warm-up)

Shaping a Coastline (Quick Lab)Bouncing Ball (JASON)Building a Rollercoaster (EL)


How will students communicate the results of

their explorations?

Focus on particular aspects of the engagement and exploration

Students communicate conceptual understanding and demonstrate skills

Introduction of common language base

Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy 04/18/23

57



How will students apply their knowledge to a new

situation?

Challenge and extend conceptual understanding

Practice skills and behaviors

Development of deeper and broader understanding

Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy 04/18/2358 M-DCPS Division of Mathematics, Science and Advanced Academic

Programs


How will students demonstrate their new

understanding and skills?

Students assess their understanding and abilities

Opportunity for teacher to evaluate student progress toward achieving the educational objectives

Informs future instructional decisions and lesson plans

Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy 04/18/2359M-DCPS Division of Mathematics, Science and Advanced Academic Programs



Assess

Assessment takes

place at eachstage and informs

instructional decision-making.


Instructional materials

Manipulatives Virtual technology

References

Textbooks Websites Journals Colleagues

Resources for Your Lesson Plan


INSTRUCTION

How are wegoing to get themto know it?

CURRICULUMWhat do wewant kids toKnow and be able to do?

ASSESSMENT

How are wegoing to knowthey know it?

Blurring the Boundaries of CIA Creates A FOCUS on the LEARNER


Ready…

Aim…

SHOOT!

Photos from worldofstock.com

Curriculum

Assessment

Instruction


What Do We Want Kids to Know?Remember: Fair Game Principle and Opportunities to Embed

BOK – Life ScienceBig Idea 18: Matter and Energy Transformations

SC.8.L.18.4 (AA); SC.8.L.18.1; SC.8.L.18.2; SC.8.L.18.4

BOK – Nature of ScienceBig Idea 1: The Practice of Science

SC.8.N.1.1; SC.8.N.1.6; SC.8.N.1.3; SC.8.N.1.4 [Fair Game: SC.6.N.1.3; SC.7.N.1.3; SC.7.N.1.4]

BOK – Physical ScienceBig Idea 8: Properties of Matter

SC.8.P.8.5 (AA); SC.8.P.8.1Big Idea 9: Changes in Matter

SC.8.P.9.2 (AA); SC.8.P.9.1; SC.8.P.9.3



Reporting Categories

Benchmarks Assessed DescriptionBenchmark

Status

The Nature of Science

SC.8.N.1.1Annually Assessed

SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriatereference materials to support scientific understanding, plan and carry out scientificinvestigations of various types, such as systematic observations or experiments,identify variables, collect and organize data, interpret data in charts, tables, andgraphics, analyze information, make predictions, and defend conclusions. (Alsoassesses SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,and SC.8.N.1.4.)


SC.8.N.1.1Also

Assesses

SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate referencematerials to support scientific understanding, plan and carry out scientific investigationof various types, such as systematic observations or experiments, identify variables,collect and organize data, interpret data in charts, tables, and graphics, analyzeinformation, make predictions, and defend conclusions.


SC.8.N.1.1Also

AssessesSC.6.N.1.3 Explain the difference between an experiment and other types of scientificinvestigation, and explain the relative benefits and limitations of each.

Next Generation Sunshine State StandardsGrade 8 Science Benchmarks Assessed by the FCAT 2.0

Click here to return to sheet selection interface

How Are We Going to Know They Know It?

Sample problem from 8th grade FCAT Sample Testhttp://fcat.fldoe.org/fcat2/fcatitem.asp#download


Ethan is observing chemical and physical properties of a substance. He heats up a substance and observes that the substance turns from a brown solid to a black powder. He refers to several chemistry journals that claim this represents a chemical reaction. From his observation and research, he concludes that the substance goes through a chemical change when heated. How can Ethan best defend his conclusion? A. by demonstrating that the substance will eventually melt if the temperature continues to increase B. by verifying that the substance is now made up of different molecules than before it was heated C. by verifying that the substance is made up of only one type of element D. by demonstrating that the substance is less dense after it is heated

How Are We Going to Teach Them so

They Know It?


Just as no performer enjoys playing the same role day in and day out, so no student enjoys sitting for the same type of lesson every day. It kills initiative and dulls the imagination.

Variety is what makes the learning process, as well as the teaching aspect of that process, a pleasant one.

Teaching Secondary School Mathematics: Techniques and Enrichment Units Posamentier and Stepelman, 1995, p. 21


Where are We on the Inquiry Continuum


http://flpromise.org


Assessment reminder• Interim Assessments – Grade 8 and Biology

– Baseline, Fall and Winter administration– Change this year: assesses all Annually Assessed

benchmarks on each test

• District Quarterly Science Benchmark Assessment s in grades 6, 7 and Earth Space– Pretest, Quarter 1, Quarter 2, Quarter 3, Quarter 4

and Posttest– Aligned to Pacing Guides

Florida Achieves – Focus

Science Voyager www.fcatexplorer.com

K-12 Science Vocabulary Aligned to Content & Performance Standards

• Over 1,100 definitions to support individual

state standards • Grouped by grade levels and strands • Fully translated into Spanish with an easy

toggle between languages • for each concept (capable of supporting

additional languages) • Building vocabulary and the body of science

knowledge using visuals • and interactive media • Developing methods of scientific inquiry with

the help of over 240 digital experiments

Assessment Resources: ExamViewhttp://it.dadeschools.net

Levels of Complexity

Facilitate astudy group

to investigatecommoninterest topics

to improveinstruction

and studentachievemen

t

Facilitateaction

research toseek

resourcesafter

reflectionto improveinstruction

andstudent

achievement

Highly directive… Highly reflective…

Facilitate aworkshopor sessionto improveinstruction


Provide anobservation

lesson to improve

instruction and

studentachievement

withfeedback andcollaborative

input

Co-teach withcolleague to

improve instruction


basedon mutually

agreedupon learning

goalsand successindicators

Confer,observe,

anddebrief toimprove

instructionand

studentachieveme

nt

Coaching Continuum

Submit Signed and Completed Action Plan

Submit by email:[email protected]

Email Subject: Follow-up Coach 3File Name: Participant name Coach

3

Follow-up

Contact information:

Dr. Ava D. Rosales, Instructional [email protected] 305-995-4537

Mr. Heriberto “ Eddie” Bonet, Curriculum Support Specialist

[email protected] 305-995-3136

session 3 coaching continuum and effective instruction planning and questioning presented by dr. ava...

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