By Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles
Defining arithmetic training --
Bridging from the current to the longer term --
Building rapport with academics --
Focusing at the curriculum --
Implementing the curriculum as designed --
Planning and coteaching classes --
Making pupil pondering seen --
Analyzing and reflecting on classes --
Charting long term development --
Working in the schooling approach --
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Extra resources for A guide to mathematics coaching : processes for increasing student achievement
Following are present beliefs in summary: 1. Mathematics is memorization and procedure. In general teachers who currently teach mathematics learned under the current, age-old methodology of memorization and procedure, and many, if not most, teach as they learned. 2. Mathematics is a filtering system. Mathematics has been part of a filtering-system approach in which students conform to expectations and learn only to a level of achievement that is largely predetermined. DuFour (2004) gives this example: • 15 16 • Preparing the Foundation Historically, .
What steps did the mathematics coach take to build rapport with this teacher? The scenario continued: The teacher smiled at the reference to a rocking chair and seemed to relax, knowing she was not alone. Before any further discussion could take place, the teacher mentioned that a few parents had complained about the assigned 10-page packet that she had sent home with a due date of the next school day. Four parents had called the school and spoken with the principal, who passed the calls on to the teacher.
Teachers also understand that students are social beings and that talking is a powerful learning tool. To accommodate these understandings and to increase student learning, teachers use multiple instructional strategies, including individual, small-group, and whole-group approaches (Stronge, 2007). 4. Students are actively engaged. For students to learn to high levels, they must be engaged in the learning activities. The greater the individual student’s level of engagement, the higher the degree of learning (Dweck, 2006; NRC, 2004a).
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