WELCOME!!! Please grab a name tag, find your folder

1. WELCOME!!!Please grab a name tag, find your folder

2. Introduce yourself to your group members • Your name, placement & grade level • Something a student did that you made you laugh or smile.

3. Lesson Overview Today’s Big Objective – Understand enough of the unit plan project and rubric to be create a good draft by Sunday***.

4. Today’s Math Task…

5. Today’s Math Task • Take ___ minutes of Private Think Time to solve the problems on the blue sheet in your folder. • Start with Martha’s carpeting task and then do the fencing task

6. Today’s Math Task • In your groups (or subgroups) try to reach consensus on the solutions for both tasks.

7. Today’s Math Task How are these tasks similar? How are they different?

8. Today’s Math Task What differences are there in the opportunities to learn for students by doing each of these tasks

9. Today’s Math Task Sorting Activity – With a partner, categorize each of the tasks in the packet in your folder (tasks A-H) as “lower-demand” or “higher demand”. Record your categorizations on the table in your folder. Then, try to come up with criteria that describes how low and high demand tasks contrast.

10. Today’s Math Task Some questions to consider: • Does a particular feature (e.g. explaining, drawing a diagram, using manipulatives) indicate that the task has a certain level of demand? • Is there a difference between “level of cognitive demand” and “difficulty”? • What effect does context (e.g. setting in the task) have on the level of cognitive demand?

11. Today’s Math Task How the author’s classified Tasks A-H

12. Today’s Math Task How the author’s classified Tasks A-H

13. A look into Student Talk

14. Student Talk TROUBLESHOOTING Student Talk With a partner, you will be offering solutions for certain issues with engaging students in meaningful talk in a math class. You will have ___ minutes at each prompt. When the carousel ends, you will select / synthesize the best solutions and share with the class.

15. Sharing your DI readings Find other interns that read the same reading. • 2 person groups - briefly summarize the key points of the article –or- persuades the class to read the article. • 3 person groups – summarize and then state why some one should read your article • 4+ person groups – Create a 2-3 minute advertisement that summarizes the key points and convinces the audience why we should read your article.

16. Some helpful resources • NCTM Illuminations website • http://illuminations.nctm.org • Online Manipulatives • www.nlvm.usu.edu • NCTM Navigations series • Some high-level tasks

17. Break Some tasks to do during break time… • Explore resources (on web and books) • Look over the unit plan & rubric • Pinecrest group – see Nic

18. Homework (on Lesson Outline) By this Sunday, October 17th 11:59 pm • If you are starting GLT on Monday, October 25th, 5 point checkpoint of a “good draft” of sections 1, 2, 5a, 5b For next week – Thursday, October 21st • Have skimmed all, and select interesting sections to read of Cohen Groupwork reading (on Angel) – come to class with something that interested you in the reading • NO BLOG this week – work on your unit plan!!! • Bring a copy of your unit plan to class

19. UNIT PLAN - SPECIFICS REQUIREMENTS • 10 days of consecutive math instruction • 1 day can include an assessment • 1 day can be a “wild-card” day – (e.g. a catch-up day for homework, teaching on a field trip) where you are facilitating students working on mathematics, but there may be different instructional goals than a normal day of instruction. • You are the primary teacher of math, but your CT can still help out meaningful ways in the class during math.

20. UNIT PLAN - SPECIFICS A SUGGESTED PROCESS • Write your draft of the unit plan based off of the unit plan guide sheet • Edit your unit plan based on the rubric • Submit as a draft

21. UNIT PLAN - SPECIFICS GENERAL • Read the TE801 unit plan • Read the TE801 rubric (very detailed) • Nic will come around to you and ask during work time today about your specific deadlines – based on your start date of GLT for math. The flexibility for these deadlines are today – so once they are set they are more firm than other project deadlines.

22. UNIT PLAN - SPECIFICS Co-Planning If you are in a team situation and you are co-planning, there should be evidence of individualization within the plan to your classroom (e.g. differentiation). Everyone is responsible for doing their own write-up. There will be overlap in the plans but opportunities to explain should come from each person.

23. UNIT PLAN - SPECIFICS OUTLINE • Submit good draft of sections 1, 2, 5a, 5b – CHECKPOINT #1 (5 points) • Ask for feedback (instructions about type of feedback are on lesson outline) • You can keep asking for feedback on more drafts. • Submit final copy of sections #1-6 • Approval for GLT • After GLT submit section #7 – reflection

24. UNIT PLAN - SPECIFICS THE WRITE-UP Some people find it helpful to write up the unit plan in narrative form, others found it helpful to write things with a mixture of organized lists, tables, and text.

25. UNIT PLAN - SPECIFICS SECTION #1 • Big ideas of the unit • Refer to some of our readings and handouts on big ideas that we went over in class for clarification. • Specifics of the unit • Standards – GLCEs, NCTM process goals (standards), any district standards

26. UNIT PLAN - SPECIFICS SECTION #2 - Assessment • Summative Assessments • You can use curricular assessments, but there should likely be some modifications based on your specific goals. Simply submitting a book test will require a large degree of justifying on your part as to why there is an exact match. • Pre-Assessment (use info from Project 1) • Formative assessments • Assessing to inform your teaching – generally low stakes and non-evaluative

27. UNIT PLAN - SPECIFICS SECTION #3 – Differentiated Instruction • Writing about your specific learners • IEP Students • Early finishers • Struggling students • ELLs • As a tip, it will be helpful to cite any literature (readings) that are particularly relevant.

28. UNIT PLAN - SPECIFICS SECTION #4 – Projected Sequence of Lessons • Can use the table on the unit plan sheet • GLCEs (does not have to be grade level) • Activity • Materials needed • Big Ideas (can extend over multiple days)

29. UNIT PLAN - SPECIFICS SECTION #5 – Detailed Problem Solving Lesson Plans • Detailed lesson plans (LAET format) • Use high demand tasks • 1 lesson focused on group work • 1 lesson focused on whole class discussion

30. UNIT PLAN - SPECIFICS SECTION #5 – Detailed Problem Solving Lesson Plans • The whole lesson doesn’t have to involve whole class/group work, but it needs to be an integral part of that lesson for a substantial part of the time. • A 2-day lesson could be whole class on one day and group work on the next. You still need to write two separate plans if this is the case.

31. UNIT PLAN - SPECIFICS SECTION #6 – Parental Involvement • Can be quite simple, but needs to be generated by you. • Examples – writing a parent letter, saying how parent volunteers might help in your classroom, bringing in a community member to talk to your class, etc.

32. UNIT PLAN - SPECIFICS SECTION #7 – REFLECTION (Due after GLT) • A reflection on how things went

33. UNIT PLAN - SPECIFICS A FEW LAST THINGS… • Being over-prepared will be helpful during GLT, you will probably notice a difference between your two detailed lessons and the others. • This plan represents your vision of what you expect to happen. Be flexible and willing to adapt, but having a structure will make that much easier.

34. UNIT PLAN - SPECIFICS ONE FINAL THING… Your unit plan has to be signed off (approved) before you are allowed to start GLT, this is a TE policy across all sections. If you do not get approved to do GLT in a timely manner – this results in not passing the course.

35. UNIT PLAN - QUESTIONS Nic will answer questions individually, and then e-mail out a list of FAQs with responses. You have until ____ to work on your unit plans

36. PROJECT I – Evals & Feedback Take out the pink sheet in your folder

37. EXIT CARD Choose one of the items on the exit card to write about, and then put it in the folder.