Coach G's Teaching Tips tag:blogs.edweek.org,2011-06-29:/teachers/coach_gs_teaching_tips//88 2017-10-19T23:07:51Z David Ginsburg has served over 20 years as a math teacher, instructional leader, and PD provider. He leads a Philadelphia-based team of consultants that specializes in instructional coaching, leadership coaching, and common-core implementation. Follow David on Twitter, and connect with him through email and LinkedIn. Movable Type Pro 5.2.7 A Final Tribute to My Greatest Teachers tag:blogs.edweek.org,2016:/teachers/coach_gs_teaching_tips//88.58959 2016-06-28T01:01:44Z 2017-10-19T23:07:51Z I learned more from my students about how to--and how not to--treat them and teach them than I learned from education courses, in-service training, books, and teacher evaluations combined. David Ginsburg http://blogs.edweek.org/teachers/coach_gs_teaching_tips/ I learned more from my students about how to--and how not to--treat them and teach them than I learned from education courses, in-service training, books, and teacher evaluations combined. Ability Grouping: Better for Students or Easier for Schools? tag:blogs.edweek.org,2016:/teachers/coach_gs_teaching_tips//88.58549 2016-06-01T13:15:04Z 2016-06-01T13:51:59Z I never worked harder in or out of the classroom than I did when preparing and presenting two lessons per class. Yet despite my diligence, ability grouping was ineffective, as reflected in students' actions and words: "You are too bogus Coach G. You know Group A is not that smart and Group B is smart, and you separate us so we look dumb. All of us should be in the same group to help each other out." David Ginsburg http://blogs.edweek.org/teachers/coach_gs_teaching_tips/ I never worked harder in or out of the classroom than I did when preparing and presenting two lessons per class. Yet despite my diligence, ability grouping was ineffective, as reflected in students' actions and words: "You are too bogus Coach G. You know Group A is not that smart and Group B is smart, and you separate us so we look dumb. All of us should be in the same group to help each other out." Four Purposes of Math Problems tag:blogs.edweek.org,2016:/teachers/coach_gs_teaching_tips//88.57495 2016-03-28T19:51:50Z 2016-03-28T19:59:50Z To help students develop competence and confidence in math, teachers should be concerned with the quality of problems they assign rather than the quantity. David Ginsburg http://blogs.edweek.org/teachers/coach_gs_teaching_tips/ To help students develop competence and confidence in math, teachers should be concerned with the quality of problems they assign rather than the quantity. Four Keys to Effective Classroom Learning Centers tag:blogs.edweek.org,2016:/teachers/coach_gs_teaching_tips//88.56988 2016-02-29T01:24:15Z 2016-02-29T01:24:41Z When implemented well, learning centers empower students and accommodate their diverse needs as learners. David Ginsburg http://blogs.edweek.org/teachers/coach_gs_teaching_tips/ When implemented well, learning centers empower students and accommodate their diverse needs as learners. Knowledge vs. Skills: What Should Teachers Target? tag:blogs.edweek.org,2016:/teachers/coach_gs_teaching_tips//88.56549 2016-02-01T02:06:59Z 2016-02-01T02:19:29Z With so much information at students' fingertips, teachers should select and plan classroom activities based on what students should be able to do rather than just what they should know. David Ginsburg http://blogs.edweek.org/teachers/coach_gs_teaching_tips/ With so much information at students' fingertips, teachers should select and plan classroom activities based on what students should be able to do rather than just what they should know. Three Problems With Traffic Light Behavior Charts tag:blogs.edweek.org,2015:/teachers/coach_gs_teaching_tips//88.56052 2015-12-29T03:02:16Z 2016-01-06T19:47:42Z When a child's behavior commands our attention, we need to ask ourselves, "What do I want this student to learn from my response to his/her action?" David Ginsburg http://blogs.edweek.org/teachers/coach_gs_teaching_tips/ When a child's behavior commands our attention, we need to ask ourselves, "What do I want this student to learn from my response to his/her action?" Real-Time Data-Driven Instruction tag:blogs.edweek.org,2015:/teachers/coach_gs_teaching_tips//88.55653 2015-11-30T23:20:59Z 2015-12-05T12:22:42Z Why wait for test results to use data to drive instruction? Collect data during all academic tasks, and use it to make timely decisions based on students' needs. David Ginsburg http://blogs.edweek.org/teachers/coach_gs_teaching_tips/ Why wait for test results to use data to drive instruction? Collect data during all academic tasks, and use it to make timely decisions based on students' needs. Go-To Resources for Common Core Math tag:blogs.edweek.org,2015:/teachers/coach_gs_teaching_tips//88.54925 2015-10-14T19:01:30Z 2015-10-16T13:40:31Z Are you overwhelmed trying to navigate the sea of sites related to Common Core Math? Here's a manageable list of free online resources my team has found helpful in our Common Core Math work with instructional leaders and teachers. David Ginsburg http://blogs.edweek.org/teachers/coach_gs_teaching_tips/ Are you overwhelmed trying to navigate the sea of sites related to Common Core Math? Here's a manageable list of free online resources my team has found helpful in our Common Core Math work with instructional leaders and teachers. Common Core Crisis: What to Do About Math Scores tag:blogs.edweek.org,2015:/teachers/coach_gs_teaching_tips//88.54770 2015-10-01T00:16:37Z 2015-10-16T13:43:51Z Don't blame teachers when math scores drop. Give them the support they need for learning to improve. David Ginsburg http://blogs.edweek.org/teachers/coach_gs_teaching_tips/ Don't blame teachers when math scores drop. Give them the support they need for learning to improve. Calling Parents: To Keep Kids in Line or Help Them Learn? tag:blogs.edweek.org,2015:/teachers/coach_gs_teaching_tips//88.54243 2015-08-30T15:43:43Z 2015-10-16T13:46:33Z Parents don't just want to hear what's wrong with their children. Telling them what's right about their children earns trust and cooperation--from them and their children alike. David Ginsburg http://blogs.edweek.org/teachers/coach_gs_teaching_tips/ Parents don't just want to hear what's wrong with their children. Telling them what's right about their children earns trust and cooperation--from them and their children alike. Learning by Doing ... and Grappling tag:blogs.edweek.org,2015:/teachers/coach_gs_teaching_tips//88.47870 2015-08-01T02:05:49Z 2015-10-16T13:47:13Z I loved my students' reactions after they learned something with little or no help from me. Exhales. Smiles. High-fives. Exclamations ("Man, I got it, Coach G!"). And yes, dancing. (I even joined in when it was "Time for the Percolator.") David Ginsburg http://blogs.edweek.org/teachers/coach_gs_teaching_tips/ I loved my students' reactions after they learned something with little or no help from me. Exhales. Smiles. High-fives. Exclamations ("Man, I got it, Coach G!"). And yes, dancing. (I even joined in when it was "Time for the Percolator.") Exit Tickets: Too Little, Too Late tag:blogs.edweek.org,2015:/teachers/coach_gs_teaching_tips//88.47306 2015-06-30T20:08:45Z 2015-10-16T13:47:59Z Teachers need to assess students as they're learning, not as they're leaving. David Ginsburg http://blogs.edweek.org/teachers/coach_gs_teaching_tips/ Teachers need to assess students as they're learning, not as they're leaving. Stop Preaching and Start Teaching tag:blogs.edweek.org,2015:/teachers/coach_gs_teaching_tips//88.46705 2015-06-01T01:46:52Z 2015-10-16T13:50:20Z Don't tell students they can be successful. Show them how to be successful. David Ginsburg http://blogs.edweek.org/teachers/coach_gs_teaching_tips/ Don't tell students they can be successful. Show them how to be successful. Pencils Down, Minds On tag:blogs.edweek.org,2015:/teachers/coach_gs_teaching_tips//88.46184 2015-05-01T00:49:41Z 2015-10-16T13:49:34Z Solving problems starts with sense-making, not answer-getting. David Ginsburg http://blogs.edweek.org/teachers/coach_gs_teaching_tips/ Solving problems starts with sense-making, not answer-getting. Doing Math vs. Understanding Math tag:blogs.edweek.org,2015:/teachers/coach_gs_teaching_tips//88.45573 2015-03-31T02:39:32Z 2015-10-16T13:20:37Z A key instructional shift called for by the Common Core State Standards for Mathematics is the dual emphasis on conceptual understanding and procedural fluency. David Ginsburg http://blogs.edweek.org/teachers/coach_gs_teaching_tips/ A key instructional shift called for by the Common Core State Standards for Mathematics is the dual emphasis on conceptual understanding and procedural fluency.