Awareness of Facilitation of Mathematics Inquiry

1. Awareness of Facilitation of Mathematics Inquiry

2. Learning Focus • Build awareness of and confidence in skills needed to facilitate professional learning • Understand the role of an interactive presenter, coach and facilitator of mathematics inquiry Emphasis: • Notice and name the actions involved in the role of a facilitator of mathematics inquiry • Develop strategies to continue improving in the role of facilitator of mathematics inquiry

3. Agenda

4. Creating the Climate • Engage in the tasks and the discussions - enrich everyone’s experience • Embrace the learning • Actively seek connections between the research and your experiences By better understanding facilitation actions we better understand our strengths and refine our skills.

5. Identifying the Roles of Interactive Presenter, Coach and Facilitator of Mathematics Inquiry • Each participant will select and read a quote. • The other group members determine who would say the quote: • interactive presenter • coach • facilitator of mathematics inquiry

6. A Mathematics Interactive Presenter… …delivers professional learning that starts with a need that has been identified externally (e.g., school, board, provincial). The session(s) include opportunities for participants to collaboratively engage in mathematics learning tasks. In this role, the presenter provides pre-determined content to build participants’ mathematics knowledge.

7. A Mathematics Coach… …works with individual teachers over a period of time. The work starts with understanding the strengths and beliefs of the teacher and the needs of their students. The coach leverages the teacher’s strengths while creating dissonance to support instructional change. In this role the mathematics coach co-plans, co-teaches and consolidates with the teacher.

8. Facilitator vs. Facilitator of Mathematics Inquiry A Facilitator • Remains neutral • Guides the process • Keeps people on task • Enforces group norms A Facilitator of Mathematics Inquiry • Guides but also manages and engages in the process • Is not neutral

9. A Facilitator of Mathematics Inquiry… orchestrates professional learning that starts with an authentic need to learn more about both student learning and participants’ learning. The facilitator guides the group to a common goal. Throughout an agreed upon process they ensure meaningful questions surface before solutions are sought or actions taken. In this role the facilitator exists as leader and co-learner.

10. Identifying the Roles of Interactive Presenter, Coach and Facilitator of Mathematics Inquiry - Revisit • Based on the definitions re-read the quotes. • Adjust your decision as to whether it would be said by: • an interactive presenter • a coach • a facilitator of mathematics inquiry

11. Facilitation vs. Presentation The purpose of the professional learning session determines the structure and the skill set used to deliver it. Both facilitation and presentation • involve participants developing knowledge and skills • can lead people to new knowledge and new ways of thinking • require clear communication and clear goals/intentions

12. Distinguishing the Role • Reflect on the differences in actions of facilitators and presenters • Identify each action as pertaining to facilitator or presenter

13. Distinctions

14. Essential Attributes of a Facilitator of Mathematics Inquiry • Mathematics knowledge for teaching • Knowledge of mathematics across the grades • Understanding of how mathematics is acquired • Sensitivity to the complex and often intimidating journey of math learning • Ability to identify and reveal windows of opportunity to deepen mathematics understanding

15. Math Knowledge for Teaching

16. Representing Fractions Represent two fifths or four tenths in as many ways as possible.

17. Introducing Visible and Invisible Facilitator Actions

18. First Viewing of the Inquiry Session

19. Visible Actions • Review the visible actions of a facilitator of mathematics inquiry. • Which actions resonate with you? • Which actions do you have questions about?

20. Second Viewing of Inquiry Session

21. Invisible Actions • Review the visible actions of a facilitator of mathematics inquiry. • Which actions resonate with you? • Which actions do you have questions about?

22. Third Viewing of Inquiry Session

23. The math that is important to know... Comparisons do require precision Precision is less important when representing When representing, if there is a strong conceptual frame, then precision becomes less important

24. Connecting to Your Practice Reflect upon a brief, specific incident in your experience with facilitating inquiry. Identify the visible and invisible skills you used or could have used. Share with an elbow partner.

25. Most Frequent Actions of Facilitators

26. Applying Understanding of Visible and Invisible Facilitator Actions With a partner, choose one of the scenarios on your table. Identify which of the visible and invisible actions could be applicable and provide a rationale. Share your insights with your table group.

27. Now about me… Where are my strengths as a facilitator? What do I want to learn more about?

28. Actions Across Roles Visible Actions Invisible Actions

29. History of the Brochure Arose out of the experiences of a small group facilitating collaborative action research projects in mathematics who began to recognize that facilitation of mathematics inquiry has unique challenges January 2013 – started the collaborative action research with a small group of facilitators Products included a report and this brochure

30. Paradoxes of Facilitating Mathematics Inquiry

31. Challenges Being Knowledgeable Lack of Cultural Capital Anticipating Needs Loneliness Mismatch Complexities

32. Strategies to Support Facilitators

33. Resources