Coaching for Student-Centered Mathematics

Focus Area: Student-Centered Math
Audience:

Teachers

Pathway: Application

Available Now

Overview

Our coaching methodology centers on the principles of action research, and job-embedded best practices to provide the most personalized and differentiated approach to meet the needs of our participants. This professional learning is designed to support each participant with what they need, not a one-size-fit all approach. In curriculum implementation, the needs of educators vary greatly based on their experience, implementation level, and mindsets. Our Student-Centered Math coaches use the “Try, Measure, Learn” approach to encourage narrow, actionable shifts as they refine their knowledge of the curriculum, make formative decisions around student learning progress, and build their own student-centered math skills.

Audience

This coaching model and support was developed for teachers, instructional coaches, and leaders implementing student-centered math practices.

Specifications

  • Bi-weekly, 30 Minute virtual session scheduled directly with a BetterLesson Coach
  • 4 Session Coaching Packs around one topic (tied to a virtual workshop) or Targeted (half-year) and Unlimited Coaching with flexibility is available
  • Participants will need a computer with access to Zoom, a camera, a microphone, and stable Internet connectivity
  • Participants will register for access with the BetterLesson Lab
  • Participants will schedule 1:1 coaching calls with their coach

Outcomes

While workshops introduce participants to ideas to build their awareness, and give them time to explore and reflect collaboratively to develop understanding, coaching is an ongoing learning experience that supports educators as they apply key ideas and helps them move closer to ownership of the curriculum and the principles it represents.

  • Student-Centered Math in a Flexible Learning Environment: I can implement student-centered math practices in a flexible learning environment by adjusting instruction and deliberately selecting strategies that work in synchronous and asynchronous learning environments.
  • Fundamentals of Student-Centered Math: I can implement student-centered math fundamentals in my classroom in order foster student ownership, support students to become confident math thinkers, and increase engagement by connecting to students’ interests and identities.
  • Mathematical Discourse: I can promote mathematical discourse in my classroom in order to support students to share ideas, clarify understandings, and learn to see things from other perspectives.
  • Scaffolding, Differentiating, and Choice: I can scaffold, differentiate, and utilize choice in order to support students to meaningfully engage with mathematics.
  • Using Representations and Reasoning: I can use visual representations in order to support mathematical reasoning.
  • Math Language Routines: I can implement the Math Language Routines in order to support my students to communicate about their thinking and to make sense of math concepts.
  • Humanizing Mathematics: I can humanize mathematics by building a positive math culture that shifts teacher and student beliefs about what math is and how people learn math.
  • The 5 Practices with Desmos: I can use the Desmos Snapshots Tool in order to organize an inclusive, productive 5 Practices-style class discussion.
  • Just-in-Time Math Supports: I can implement “just-in-time” supports such as vertical mapping, creating acceleration stations, and differentiating using tech tools, in order to accelerate my students’ math learning.
  • Tech Tools for Math: I can use tech tools strategically to support students to collaborate, communicate and visualize mathematical ideas.