creative use of pencils
DESCRIPTION
Creative Use of Pencils. Kentucky Center for Mathematics. Linda Jensen Sheffield, Executive Director Kirsty Fleming, Project Director Gary Palmer, Director of Coaching Programs Alice Gabbard, Director of Intervention Programs Jonathan Thomas, Assistant Director of Intervention Programs - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/1.jpg)
Creative Use of Pencils
![Page 2: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/2.jpg)
Kentucky Center for Mathematics
Linda Jensen Sheffield, Executive DirectorKirsty Fleming, Project Director
Gary Palmer, Director of Coaching ProgramsAlice Gabbard, Director of Intervention Programs
Jonathan Thomas, Assistant Director of Intervention ProgramsBill Nostheide, Technology Director
![Page 3: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/3.jpg)
The Kentucky Center for Mathematics will make available professional development for teachers in reliable, research-based diagnostic assessment and intervention strategies, coaching and mentoring models, and other programs in mathematics.
House Bill 93signed March 2005
![Page 4: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/4.jpg)
・ Create a shared vision of high-quality mathematics instruction.
・ Enhance Pre-K through 16 teachers’ mathematics knowledge and ability to differentiate instruction.
・ Enhance the awareness and knowledge of Pre-K-12 teachers, adult educators, and postsecondary faculty regarding effective mathematics resources and provide them the support necessary to use the resources effectively.
Committee for Mathematics Achievement
Goals and Objectives
![Page 5: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/5.jpg)
Collaborations
Kentucky Department of Education Council on Postsecondary Education Educational Professional Standards Board STEM Task Force Public and Private Postsecondary Institutions Appalachian Mathematics and Science Partnership (AMSP) Appalachian Rural Systemic Initiative (ARSI) Adult Education/GED Collaborative Center for Literacy Development (CCLD) Edvantia Council of Chief State School Officers Gear-Up Kentucky Regional Educational Co-operatives Regional Special Education Co-operatives Math/Science Leadership Support Network
![Page 6: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/6.jpg)
www.kymath.org
![Page 7: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/7.jpg)
The Futures Channel
Go to the website:www.thefutureschannel.comScroll to the bottom of the
opening page and click “site map”
Scroll down and find/click “Kentucky Schools”
Kentucky page should come up – Enter your name and school
![Page 8: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/8.jpg)
Diagnostics and Intervention
Mathematics Coaching
Two Main Programs
![Page 9: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/9.jpg)
Regional Support
![Page 10: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/10.jpg)
Santa = Tooth Fairy + 275 pounds
Maybe = Yes/No + No/Yes
Parallel Parking = Bumper Cars – Amusement Park
Crazy = Talking to Oneself – (Cell Phone + Ear Piece)
Nagging = Reminding + Reminding + Reminding
New Math, Equations for Living by Craig Damrauer
New Math
Equations for Living
![Page 11: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/11.jpg)
KCM Diagnostic Intervention Program
A state-wide commitment to assessing a child’s current status and adjusting mathematics instruction accordingly.
![Page 12: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/12.jpg)
Mathematics InterventionTeachers (MITs)
![Page 13: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/13.jpg)
Diagnosis and Intervention
Approximately 1,900 primary students are being served by 46 Mathematics Intervention Teachers (MITs) during the 2006/2007 school year.
Alice Gabbard (KCM Director of Diagnostic Intervention Programs) and the Regional Coordinators are providing on-line and in-person support to the MITs.
![Page 14: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/14.jpg)
Diagnosis and Intervention
Forty one new MITs were selected in January 2007. The KCM will make available, in 2007-2008, advanced training for existing MITs and introductory training for new MITs.
Show Video
![Page 15: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/15.jpg)
Middle Grades Pilot Programs
The Middle Grades Mathematics Pilot Program is designed to measure the effectiveness of distinct mathematics programs to improve teacher knowledge of content and pedagogy while increasing student achievement.
![Page 16: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/16.jpg)
Middle Grades Pilot Programs
Three programs are currently being studied: America’s Choice Carnegie Cognitive Tutor I Can Learn
Jonathan Thomas (KCM Assistant Director of Diagnostic Intervention Programs) is coordinating the research on these programs.
![Page 17: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/17.jpg)
Research and Data Collection
Primary and Middle Grades Intervention Programs
Subjects Data CollectedTeachers Content knowledge
Pedagogical content knowledgeAttitudes and beliefsFocus groups, surveys and anecdotal data
Administrators Surveys and anecdotal data
Students Content knowledgeAttitudes and beliefs
![Page 18: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/18.jpg)
More Pencils
![Page 19: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/19.jpg)
Watermelon Cubes
A PictureCan
Generate1,000
Problems
![Page 20: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/20.jpg)
KCM Coaching Program
A State-wide Commitment to Improving Mathematics Professional Development
![Page 21: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/21.jpg)
Tony Wagner’s Theory of Change
““Teachers, working alone, with little Teachers, working alone, with little
or no feedback on their instruction, or no feedback on their instruction,
will not be able to improve will not be able to improve
significantly, no matter how much significantly, no matter how much
professional development they professional development they
receive.”receive.”
![Page 22: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/22.jpg)
Essential Features of Teacher Professional Development
1. It must be grounded in inquiry, reflection, and experimentation.
2. It must be collaborative.3. It must be sustained and ongoing.4. It must be connected to teachers’ work.5. It must engage teachers in concrete tasks.
Darling-Hammond & McLaughlin, 1995
![Page 23: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/23.jpg)
Essential Features of Teacher Professional Development
Instructional Coaching addresses
all of these critical professional
development features.
![Page 24: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/24.jpg)
What is a Coach?
Mathematics Coach - (defn) a school-based professional developer who collaborates with educators to identify and assist with the implementation of proven teaching methods.
![Page 25: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/25.jpg)
What is Coaching?
“Coaching is not telling people what to do; it’s giving them a chance to discuss and examine what they are doing in the light of their intentions.”
Flaherty, 1999
![Page 26: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/26.jpg)
What is Coaching?
![Page 27: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/27.jpg)
What is Coaching?
Installation Guaranteed
![Page 28: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/28.jpg)
The Impact of Coaching(Joyce and Showers, 1998)
![Page 29: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/29.jpg)
2006-2007 KY Coaching Cohort
67 Mathematics Coaches 17 High School, 13 Middle School, 37
Elementary School 58 Female, 9 Male
28 Districts
Working with approximately 800 teachers
![Page 30: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/30.jpg)
Mathematics Coaches
![Page 31: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/31.jpg)
Coach Locations
![Page 32: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/32.jpg)
Benefits of Coaching
Coaching gives schools the ability to share, every day, the skills of a highly qualified peer.
The coach serves as a catalyst for building collaborative and reflective teachers.
Training becomes personalized.
![Page 33: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/33.jpg)
Benefits of Coaching continued
Coaching builds on a decade of research that suggests school-based, job-embedded training is the best way to sharpen teacher skills. (Making Our Own Road, Richard, 2003)
Flexibility allows coaching strategies to be aligned with a school’s instructional goals and Kentucky’s core content.
![Page 34: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/34.jpg)
The Big Four
A Coach’s Focus:
Classroom Management Content Knowledge Instructional Strategies Assessment Strategies
Jim Knight, Instructional Coaching, 2007
![Page 35: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/35.jpg)
High Cognitive Demand
“Opportunities for student learning are not created simply by putting students into groups, by placing manipulatives in front of them, or by handing them a calculator.”
NCTM Professional Standards for Teaching Mathematics, 1991NCTM Professional Standards for Teaching Mathematics, 1991
![Page 36: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/36.jpg)
Factors Associated with Decline of High Cognitive Demands
1. Students press the teacher 2. Teacher shifts the emphasis to correctness3. Not enough time to wrestle with the
problem4. Classroom management5. Task not relevant to students6. Students are not held accountable
![Page 37: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/37.jpg)
A Coach’s Charge
Foster Teamwork
![Page 38: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/38.jpg)
Teacher Attitudes
Teachers are more educated than ever before.
The ratio of teachers that resign within the first five years:
1 out of 2 (National Education Assoc.)
![Page 39: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/39.jpg)
Teacher Efficacy and Coaching
Cognitive Coaching positively impacts teacher’s beliefs and attitudes.
Those who went through training were not only more satisfied with their careers, they had more enthusiasm and joy for teaching. (Edwards and Newton, 1993)
![Page 40: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/40.jpg)
Teachers high in efficacy tend to:
experiment more with teaching methods (i.e. differentiation, questioning strategies, etc.)
plan more
persist longer with students that struggle
spend more time talking with colleagues about teaching
![Page 41: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/41.jpg)
Cohort Comments
Coaches “We are working more as a community. We
are developing common assessments and teachers are following a curriculum map.”
“I’m facilitating a math focus group at the high school. It encourages teachers to meet regularly and share ideas for worthwhile tasks and assessment strategies.”
![Page 42: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/42.jpg)
Program Specifics
Training Support Funding Application
![Page 43: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/43.jpg)
Support for the Coaches
Summer Training Math Solutions – 5 days
Math content, pedagogy, instructional strategies Cognitive Coaching – 2 days
Coaching skills Administrator Joins Coach – 1 day
Planning, Implementation, Maintenance
Follow-up Training Three 2-day training sessions are planned
during the school year where teachers will further learn and refine their coaching skills
![Page 44: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/44.jpg)
Support for the Coaches
Regional Coordinators Part time field support for the coaches – each is
located at a state university Affinity Groups
Weekly conferences via the internet where coaches can network
The Kentucky Center for Mathematics Established in March 2006 at Northern Kentucky
University to support mathematics initiatives in Kentucky
![Page 45: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/45.jpg)
Funding
The KCM pays for: Training
Math Solutions & Cognitive Coaching Travel, Meals, Lodging Stipend and Substitute pay Coaching Materials & Online Conferencing
equipment
The School pays for: The coach’s salary
![Page 46: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/46.jpg)
Funding a Coach
Possible Options: Use Title I & II funds Creative Scheduling with Current Staff Hire a retired teacher part time Two schools share a coach
More than two schools is detrimental
District level coach Must not have evaluative responsibilities
![Page 47: Creative Use of Pencils](https://reader035.vdocuments.mx/reader035/viewer/2022062322/56814fbf550346895dbd7aa8/html5/thumbnails/47.jpg)
2007-2008 Cohort
Applications are Due April 13, 2007 Visit the coaching page on the KCM
Website for more details:www.kymath.org
Contact Gary Palmer with questions:[email protected]