Student-Centered Coaching: Using Student Evidence to Plan Differentiated Instruction - Literacy

In this course, Diane Sweeney demonstrates how to conduct a student-centered coaching lab using a third grade literacy class as an example. Beginning with a brief background on student-centered coaching, she identifies characteristics of the coaching model, then discusses the overlapping roles of school leaders and coaches. Working with a team of teachers, she conducts a typical coaching lab which includes the pre-brief session, observation of a lesson, a debrief session, and a final reflection. 

This student-centered coaching course with Diane Sweeney was created in cooperation with Western Arkansas Educational Service Cooperative and was recorded on January 28, 2014 at Western Arkansas Educational Service Cooperative and in a third grade classroom in the Fort Smith School District.

Student-Centered Coaching: Using Student Evidence to Plan Differentiated Instruction - Math

In this course, Diane Sweeney focuses on the power of coaching a team and the practices associated with student-centered coaching. Working with first grade math teachers, Ms. Sweeney presents strategies for using student evidence to improve instruction and how to best support teachers throughout the evaluation process. Working with a team of teachers and instructional facilitators, she conducts a typical coaching lab which involves the pre-brief session, observation of a lesson, a debrief session, and final reflection. 

This student-centered coaching course with Diane Sweeney was created in cooperation with Western Arkansas Educational Service Cooperative and was recorded on January 29, 2014 at Western Arkansas Educational Service Cooperative and in a first grade classroom in the Greenwood School District.

Student-Centered Coaching: Showcasing Successful Coaching with Co-Planning and Co-Teaching

In this course, Diane Sweeney focuses on the power of coaching a team and the practices associated with student-centered coaching. Working with eighth grade social studies teachers, Ms. Sweeney presents strategies for using student evidence to improve instruction and how to best support teachers throughout the evaluation process. Working with a team of teachers and instructional facilitators, she conducts a typical coaching lab which involves the pre-brief session, observation of a lesson, a debrief session, and final reflection. 

This student-centered coaching course with Diane Sweeney was created in cooperation with Western Arkansas Educational Service Cooperative and was recorded on April 22, 2014 at Western Arkansas Educational Service Cooperative and in an eighth grade classroom in the Fort Smith School District.

Resource: Using PBS LearningMedia in the Classroom

Educators work hard to support their students. They are mentors, guides, and champions, helping students develop life's most important skills. And educators know better than anyone else how to prepare their students for the road ahead. That's why PBS and WGBH partnered to create PBS LearningMedia, a trusted source for pre-K-12 classroom resources. 

This resource page will provide an array of documents for educators to explore and learn how to utilize the PBS LearningMedia platform in their classrooms. PBS LearningMedia offers free and easy access to thousands of lesson plans, videos, interactives, productivity tools, and curated collections to give every teacher the chance to create one-of-a-kind learning experiences that ignite students' curiosity. And with PBS LearningMedia's Google Classroom and Remind integration, assigning the lesson you've created just takes a few clicks.

Notice: Professional development credit for these resources is not available from ArkansasIDEAS.

Research-Informed Instructional Practices that Promote Conceptual Understanding and Proficiency in the Standards for Mathematical Practice

This course illustrates using the Eight (8) Mathematical Practices and was produced by ArkansasIDEAS on location at the Southeastern Arkansas Education Service Cooperative in Monticello, Arkansas on October 9, 2012. Diane Briars, Ph.D. presented the program entitled, "Research-Informed Instructional Practices that Promote Conceptual Understanding and Proficiency in the Standards for Mathematical Practice." 

Dr. Briars explains how to identify and analyze the structure of mathematics lessons. She also discusses high-leverage, research-informed instructional practices for the purpose of promoting conceptual understanding and proficiency in the Standards for Mathematical Practice. 

Teaching Math for Robust Understanding: Part One

Teaching for Robust Understanding of Mathematics, or TRU Mathematics, is a five-dimensional framework for creating effective learning environments, classroom activities, and professional development for teachers. Developed and in use by educators all over the world, TRU Mathematics provides a common vocabulary with which teachers can evaluate and discuss their role in the educational process with other teachers and administrators.

In Part One of this four-part series, Dr. Alan Schoenfeld (Professor of Education, U.C. Berkeley) uses example lessons to generate discussion about effective teaching. He then formally introduces the Five Dimensions of TRU Math, defining their scope and their purposes.

This course was recorded at AETN studios in Conway, Arkansas on May 10-11, 2016.

Teaching Math for Robust Understanding: Part Two

Teaching for Robust Understanding of Mathematics, or TRU Mathematics, is a five-dimensional framework for creating effective learning environments, classroom activities, and professional development for teachers. Developed and in use by educators all over the world, TRU Mathematics provides a common vocabulary with which teachers can evaluate and discuss their role in the educational process with other teachers and administrators.

In Part Two of this four-part series, Dr. Alan Schoenfeld (Professor of Education, U.C. Berkeley) examines the development and use of Formative Assessment Lessons, or FALs. He discusses the teacher's role in planning and execution of a FAL, then presents the FAL in light of the TRU Math dimensions. He closes with a look at the quantitative and qualitative effectiveness of FALs.

This course was recorded at AETN studios in Conway, Arkansas on May 10-11, 2016.

Teaching Math for Robust Understanding: Part Three

Teaching for Robust Understanding of Mathematics, or TRU Mathematics, is a five-dimensional framework for creating effective learning environments, classroom activities, and professional development for teachers. Developed and in use by educators all over the world, TRU Mathematics provides a common vocabulary with which teachers can evaluate and discuss their role in the educational process with other teachers and administrators.

In Part Three of this four-part series, Dr. Alan Schoenfeld (Professor of Education, U.C. Berkeley) introduces the TRU Math Conversation Guide, a tool for teachers to use when reflecting on their own and discussing one another's lessons and style. He gives the audience an opportunity to practice having a TRU Math conversation by presenting two different lessons taught by the same teacher before and after learning to use the Formative Assessment Lessons and the TRU dimensions.   

This course was recorded at AETN studios in Conway, Arkansas on May 10-11, 2016.

Teaching Math for Robust Understanding: Part Four

Teaching for Robust Understanding of Mathematics, or TRU Mathematics, is a five-dimensional framework for creating effective learning environments, classroom activities, and professional development for teachers. Developed and in use by educators all over the world, TRU Mathematics provides a common vocabulary with which teachers can evaluate and discuss their role in the educational process with other teachers, parents, and administrators.

In Part Four of this four-part series, Dr. Alan Schoenfeld (Professor of Education, U.C. Berkeley) presents ways that the TRU Math framework has been implemented at classroom, school-wide, and district-wide levels. TRU dimensions have been used in San Francisco and Chicago, and are beginning to be used in Oakland, California. Dr. Schoenfeld particularly focuses on ways teachers and administrators can observe students and one another in order to improve instructional effectiveness.

This course was recorded at AETN studios in Conway, Arkansas on May 10-11, 2016.

Insights into Algebra 1: Variables and Patterns of Change

Part I: Translating words into symbols by forming algebraic equations from written sentences, and translating symbols into words. Part II: Solving linear equations using manipulatives and algebra. Teaching Strategies: Manipulatives and Cooperative learning.