Math Instructional Coaches Meeting

9/19/2013

Myth #1

If your lessons are engaging, you won’t have discipline problems

Myth #2

Teachers need to find their own discipline style.

Myth #3

Effective teachers do not have power struggles with students.

Myth #4

A school leader’s attention needs to be on instruction, not discipline.

Myth #5

The school code of conduct is an adequate building discipline system.

Myth #6

Classroom discipline can’t be taught and must be learned by experience.

Myth #7

Classroom discipline depends on giving students extrinsic rewards.

Classroom Management 101

Write a definition for Differentiation

A framework or philosophy for effective teaching that involves providing students with

different avenues to acquiring content, processing, constructing, or making sense of

ideas.

Complete one of the following tasksTask 1 Task 2 Task 3

Make a chart with examples and non examples of differentiation.

Look at the following math standard and write part of a lesson to show how differentiation can be incorporated to the TEKS.

(7) Linear functions. The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation. The student is expected to: (C) interpret and determine the reasonableness of solutions to linear equations and inequalities.

Create a basic outline of professional development you would provide your teachers to support them in differentiating their lessons.

Great Ways to Differentiate Math Instruction

• Open Questions• A question is open when it is framed in such a way that

a variety of responses or approaches are possible.

• Parallel Tasks• Sets of tasks, usually two or three, that are designed to

meet the needs of students at different developmental levels, but that get at the same big idea and are close enough in context that they can be discussed simultaneously.

Advice on Differentiating Math Teaching

• Select an appropriate task• Increase expectations for all students• Facilitate class discussions about the concepts• Get all students communicating their thinking in

writing, pictures, or diagrams• Offer additional support• Provide extended challenges• Use formative assessment to inform instruction• Start small

3 things you liked…

2 things you learned…

1 question you still have…

Planning Time

• TRC 6th grade – 10/24 (including about 20 5th grade teachers)– Norms: what type of conversations do we want to promote/model for vertical discussion

• TRC Algebra I – 10/28 (including about 6 Algebra I teachers)

• MS Job Alike – 10/30 (district wide PD)