Cole M5, Easbide USD
September 2Û14
Common Core State Standards
Planning for lnstruction and Lesson Study's
Proposed Schedule for Year
Date
Sept. 15
Grade 7
Grade 8
Solving Equations
and exponents
Oct. 20
lntegers (Properties a nd
operãtions) and Circles
with developing pi
Ratio and Proportions
Dec. 5
Lesson Study (Ratio and
Jan.22
Proportions)
Probabílity
Feb. 18
Lesson Study
Lesson Study
Mar. L7
Expressions
Transformations
SVStems
of Equations
Lesson Study
(Pvthagorean thm)
Fu
Lesson Study/Plan
May 28
Whol do you recoll oboul
using visuolizolion lo
develop lhe operolions of
integers /solving equol¡ons?
nctio ns
for next year
Todav's Aqenda
Unwrapping of Upcoming Cluster of Standards
Chart and Sequence Learning Outcomes
Discussion/Outline of Assessment of Learníng
ldentífy Necessary lnstructional Strateg¡es
ldentify Materials to Support Learning
Outcome for Todav
A clearly mapped instructional plan will be developed to include materials and resources to teach a big
idea. lnstructional strategies will be used to build confidence in teachers to use these strategies with
students in the classroom.
Whqt is Your Commilmenl ond Concerns?
everyone
rn ng,
student achievement improves,
r
O2014 MD School Solutions, fnc.
nrdouglass@ nrdschooisolutions.com
Cole M5, Easbide USD
September 2014
Process for Planning for a Big ldea
L.
Look at multiple documents to l¡st all the concepts, procedures and problem solving that is
required for the group of standards.
a. Place each one on its own sticky note.
b.
c.
2.
3.
4.
5.
Make notes of connections to prior learning andf or future learning
Make notes of instructional strategies
Resources: Kansas Flípbooks, CA Frameworks, CCSS Progressions
ldentify each note as a conceptual knowledge, procedural skills or problem solving
Begin to cluster and sequence the sticky notes from Step 1.
a. What is the scaffolding in instruction that needs to take place?
b. Do the standards discuss using mathematical pract¡ces as a strategy (i.e. modeling?
Patterns? Reasoning?) to build a concept and then connect to a procedure?
c. What instructional strateg¡es could be used to teach each cluster?
ldentify each cluster in terms of concepts, procedures and problem solving
a. What is the timeline?
b. How would you determine is students have mastered this cluster?
c. What instructional strategies could be used?
d. What resources will you use?
Refine Assessments
a.
b.
What will measure proficiency along the way?
What will measure proficiency at the end of the unit?
Resources For lmplementation
Your Textbooks and Supplemental materials
Engage NY (httos://www.eneaeenv.orel
LearnZillion (https://learnzillion.com
Georgia Standards Materials (
)
)
)
Manipulatives (including online)
Google site (Metro RESA)
lllustrative Mathematics Project
Mathematics Assessment Project (FALs) http://map.mathshell.ors
Open-Ended Assessment in Math http://books.heinemann.com/math/
everyone
ea rnr ng,
student achievement improves
(c12014 MD School Solutions, lnc,
nrdouglass@ nldschoolsolutions.cofiì
Mapping Out a Mathematics Unit of Study
Gurrent Unit and Standards
Connect Previously to
Description (Map) of Unit (ldentify items as concepts, procedures, or problem solving and link using strategies)
Unit Essential Questions:
ng,
student achievement improves.
Connect to Future:
Unit Vocabulary
Unit Assessments/Tasks:
O2014 MD School Solutions, lnc.
rndouglass@ mdschoolsolutions.com
Mapping Out a Mathematics Unit of Study
Week
Description of Learn ing
Resources
(Concepts, Procedures and Problern Sotving)
@2014 MD School Solutions, lnc.
student achievement ¡mproves.
Assessment
Cumulative
Review
mdouglass@ mdschoolsolutions.com
Mapping Out a Mathematics Unit of Study
Student Map
Critical Points to Remember:
rnlng,
studer'¡t achievement improves.
Questions lstill have:
O2014 MD School Solutions, tnc
mdouglass@ rndschoolsolutiorìs.com
NI
EXC€ITENCf
INcnnesrNc RrcoR THRoUGHoUT THE LessoN:
Dnre-DRrvEN Cressnootr Bnsr pnectrcns
7. Re-Write/ Tighten Objectives with Assessmenrs in Mind
the dailv lesson
chunks that will ensLrre lrrastery of all the skills necdecl ro answer the question correctly
2.
Do Now (brief 5-10 minute individual exercise to start class)
interim assessment
sharp
the skills in each Do Now
thern during oral review
answcr is correct?) for difFcrcnt lcvcls of'lcalncrs and to pr-rsh thinking
four Do Nows for exrra poir-rts t<.¡wards their I)o Now srades
3, Questioning to checking
cngâge
1
for underst¿¡nding & Incre¿rse Engagernenr:
O()(Xr 1>rrrriciparion
ânswer, get other students to responcl tr> each other:
answer corfect/incorrect?" "What u,clulcì Itou aclcl/"
"Do
y<tu agree
with him?"
rigor at varied levels
thel'can grow
Student E¡ror: Techniques for Helping Students Encounter the Right Answer
Page 1
of3
"'V7h1,
i" ¡6^t
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NoRlil
i
stAn
Use whiteboards tc¡ havc cveq' student write down response to question: whole class shows
answers simultaneousll' so teacher can immcdiatelv check to see hclw man¡r 5¡uclçnts answered
correctllt
Write questions in plan to spccitìc stlrdents rvho are stn-rggling rvith a standard; jot down their
responses in the plans during class
Note in your book c.¡r lcsson plan rvhat questions studcnts answcr incorrectll,; call on them
again rvhen 1'ou re-visit that sort of cluestion later in the week
Choose "No opt out": cìo not let stLrdent clff the hook when struggling with an answer
After getting to the right answer, have stuclcnt articlrlare thcir original err<-rr and how to avc¡id
making the same ertor in the futr-rre
((Think" Ratio: Techniques
to Reduce Teacher Talk & Push Student Thinking
error rather than corre cting it voursclf; prctcnd )'oLr don't evcn know that the arì.swcf is r¡,rong)
Ask students: "put it in ¡'our orvn rvords" about a classroom definition, concept, etc.
Reword questioll rc-r forcc sr¡-rdent to think on fcct abourt san-re skill
use \x/ait Time to girre more sruclenrs thc chance to think thtough the answer
Moclel "Right is right": press to get the 1007n correcr answer
Check for student use of specifìc strategies and not lllst correct ansv/ers
Ask "what ifl' question: "What if ' I took away this intbrmation from the problem, how vrould
you approach it?
4
Differentiated Instruction: Teaching Students at Different Levels
each student needs
appropriate scaffolcling for special needs stuclcnts
te¿ìcllcr crt¡t lrssiglr
throughout the class
5.
Peer-to-Peer Support Strategies
weaker students determine right answer during review of assignment
to get tutee to do most of the talking
Page 2 r>f 3
ü
gfoup
essays have errors
6,
Student Self-Evaluation:
check their own u'c¡rk oncc completcd
the rubric
7,
Exit Tickets (brief class-ending activity to check for understanding of that day's lesson)
8.
Flomework
previ<>
usly lcarnccl standarcl
s
Pagc 3
of3