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Constructing a viable Lesson: using GoMath as a resource

Constructing a viable Lesson: using GoMath as a resource. Network CFN 609 Compiled and Presented by Karen C ardinali. Agenda. Danielson Framework For Teaching: Domains 2 & 3 Low inference Note-taking Viewing a math lesson and rating the practices against the DFFT Rubric.

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Constructing a viable Lesson: using GoMath as a resource

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  1. Constructing a viable Lesson: using GoMath as a resource Network CFN 609 Compiled and Presented by Karen Cardinali

  2. Agenda • Danielson Framework For Teaching: Domains 2 & 3 • Low inference Note-taking • Viewing a math lesson and rating the practices against the DFFT Rubric. • Bridge to practice • Lunch • Lesson planning/Lesson Sharing • Bridge to Practice/Reflections

  3. Potential Outcomes • Teachers will have improved their understanding of Domains 2 and 3 on the Danielson Framework for Teaching as they relate to mathematics. • Teachers will understand how the instructional strategies used in math classroom relate to the Danielson Rubric. • Teachers will identify the components that are essential for delivering a successful lesson as per the Danielson Rubric and our collective expertise. • Teachers will plan an effective/highly effective lesson as per the Danielson Framework for teaching.

  4. Follow up: Unit Planning: • How was the information and importance of Unit planning relayed to your Principal and Colleagues back at school? • How did “unit Planning” make it’s way into your practice? • Template? Mathematical Practices: • What is one thing you have done to make the Mathematical Practices more of an integral part of your unit/lesson planning and/or discussion in your mathematical community?

  5. Phil Daro: On Unit planning: • “Mathematics does not break into lesson sized pieces. Thankfully it breaks down into chapter sized pieces. It makes more sense to ask what is this chapter/unit about than what is the lesson about.All the lessons in the chapter should be from the same cluster. When asking what standards am I teaching today is “wrong”. Teachers should write on the board here are the cluster of standards we will work on in this chapter”. • “If you want teachers’ mathematics to improve you want to ask teachers, “what is the mathematics I want students to walk away from this chapter with”.” • “Stop managing lessons…Start managing Units. Use the math that discusses the unit as opposed to the little blurb that might be for the lesson.”

  6. Phil Daro: on lesson Planning and MP’s • Deal with the practices in lesson planning, look at lessons with a focus on the practices. • The Mathematical Practices are student actions but have pedagogical implications. These are about the content of the mathematical content we want our students to develop. Being a math person isn’t about knowing everything in math but having the character that will help you get through what you do not know. MP 1: What do you do when you get to a problem you do not know how to solve. What does a person do in this situation? It is a statement of character…They persevere, they fail, they examine….

  7. What to look for in Math classrooms based on the 8 practices (Phil Daro) Students are talking about each other’s thinking. Students say second sentences. Audience for student explanations: the other students. Cold calls, not hands, so all prepare to explain their thinking. Student writing reflects student talk.

  8. How do we guide and measure our work?

  9. Danielson’s Framework for Teaching: Domain 2 and 3

  10. Domains 2 and 3 of a “Teacher’s Practice” In groups of three: • Read one component from Domain 2 or 3. • Make a chart: Bullet major points. That represent the “gist” of the component. • List at least 3 ideas that could be seen heard or used in a mathematics classroom that would serve as evidence of this component. • Gallery walk: Add to charts

  11. Posters

  12. Gallery Walk • Examine posters for the different components. • Use post-its to add additional examples for evidence in the Math classroom or for questions about the component.

  13. Low inference Note Taking

  14. Best Practices for Note-Taking Low-Inference Note-Taking: Describe what is taking place without drawing conclusions or making judgments about what you observe. When taking notes on instruction, ask yourself • What do you see and hear the teacher and students doing? • What evidence can you gather of student learning? • What will students know and be able to do at the end of the lesson?

  15. Comparing Notes: What makes the first example stronger?

  16. Activity: Sorting Low-Inference and High-Inference • Review the short examples of observation notes with a partner(labeled A-H). • Sort these examples into two piles – one for strong examples of low-inference note taking; one for weak examples that include high-inference notes. • At your table, justify how you sorted your pieces with another group.

  17. Break Enjoy a break. We will start back promptly in 15 minutes!

  18. A Passion for fractions The children were going to run the track which is ¾ of a mile long. They want to place a riddle at 2/3 of their track. What part of the mile is 2/3 of the ¾ mile track? Use the sheet to determine which representations are accurate and which are not and write your explanation. Be prepared to choose two examples to share with the group.

  19. Video A Passion For Fractions Grade 5 Multiplying a fraction by a fraction https://www.teachingchannel.org/videos/multiplying-fractions-lesson Take low inference notes while watching the video.

  20. Video Observation and Note-Taking • Take some individual time to “code your evidence”:Which component is being evidenced through the notes/examples that you took. • You may want to start with the component you worked on… • (Start w/ your Component then Domain 3b, 3c,3d)

  21. Example of “Coding evidence” From Notes: Teacher says: “I will give you an opportunity to make a choice here… you can work with or without a partner…” During the Share: T: Edward, do you think you can explain this to the class?: Ed: explains… T: He did a very good job explaining…. Can you re-phrase that one- more time? Student work: • S1: Wait, explain to me why you think the second one is wrong?” • S2: Because over here it has the last fourth but it is not split into 3 pieces like these are.. • S1; ok so what’s… T: What is the same about all of the representations? 2A 3B

  22. Place this teacher’s practice on the rubric • Choose a component to discuss and find evidence for (Start w/ your Component then Domain 3b, 3c,3d) • With a partner find language from the rubric (top row) to support the rating . • Settle on a rating for the competency, based on the aligned evidence. • Choose another competency and repeat the process.

  23. Look at ratings:

  24. Bridge to Practice: Guiding Questions With a partner. Share the lesson you brought. • What was your plan focused on? • What was your evidence that students “got it” • What went well? What would you have changed? • What do you feel was left out of your plan that could have helped the lesson go more successfully?

  25. Group Discussion What aspects of lesson planning did you have in common with your partner? What are the trends amongst our plans? What aspects of planning do we need to include to best align to the DFFT and the QR rubric?

  26. Lunch Break Enjoy lunch . Be back promptly at ___

  27. Go Math Overview • Engage: Access Prior Knowledge ( less that 5 minutes. Not intended to be instructional. The purpose is to provide an opportunity for the teacher to establish a common conceptual foundation before approaching the lesson content. • Teach and Talk: (Investigate/ Unlock the problem/Listen and Draw) Core instruction for the lesson in which conceptual development is KEY. Students are expected to represent, record, solve and explain. Instruction is scaffolded and guided to apply the MP’s as they solve new problems. Typically contextual problems.

  28. 3. Practice: Instruction is complete and students are ready to practice what they have learned. ( Share and Show assessment). Guided Practice beginning with a bridge problem which connects to the models used in the lesson and provides scaffolding as students begin to formalize recording. The next few exercises are skills based with 2 Quick Check Problems that are concepts students should have mastered. For those who get them wrong differentiation or further support is expected. ON YOUR OWN problems are intended for independent practice and can be done in class or home. H.O.T. and GO DEEEPER problems are in this section which will bring up Rigor so look closely at these problems when making planning decisions. 4. Summarize: Closure to the lesson and an objective review for the concept presented. Can be the Essential Question. Summarize at the end of the lesson or start of next day. GoMath suggests teacher led with students able to write in journal or answer Math Journal question.(????)

  29. Lesson plan template: (All of domain 1) What’s the math? (3a) What’s the task? (3a) How will it be presented to all students? (2a, 2b, 2c, 3a, 3c) What will students do to engage with this mathematics? (2b, 3c, 3a) How will I meet the needs of all learners? (2a, 3c, 3e) What questions will I ask throughout the workshop? (3b) What Prior knowledge and strategies/misconceptions can I expect and how will I handle them? (2a, 2c, 3a, 3c, 3e) What materials/visuals/models will I need to prepare?(2c, 2e, 3c) What are the possibilities for sharing and discussion? (3b) How will I assess student understanding throughout the lesson and ultimately see what students understand? (3d) What will the exit slip/homework be? (3a, 3d) • Working draft compiled by Karen Cardinali CFN 609

  30. Lesson Planning: Pairs • Find teachers on your grade level teaching from the same Chapter as you. (Please try to have 4 in the group) • The 2 pairs of teachers decide upon a lesson to focus on and pairs plan it in detail separatelyusing the template created or used by their school. • Teachers will share their ideas.

  31. Whole group Discussion What were the major differences between the 2 different plans of the same lesson? What aspects of the lessons were alike? Different? What did you learn from your partner and/or partner pair? What can you take away from this experience?

  32. Individual/Partner planning Take the planning template and plan 1-2 lessons from the current chapter in detail.

  33. Bridge to Practice: for next session: • Plan a lesson in detail using the components we discussed today including a piece that you will use to assess student understanding. • Bring in 5 copies of the lesson plan with the task and samples of student work that will be used to assess understanding. • If the lesson was taught, kindly prepare to reflect on how the plan impacted the lesson. • Please bring a copy of the lesson plan that you worked on with any modifications you made to the template.

  34. Reflections Please take 10 minutes to reflect on your learning today. • What questions do you have about anything we discussed today (Danielson Domains 2 and 3, Lesson Planning…) • What ideas resonated with you. Please be specific. • What will you bring back to your classroom to use? How will you use it? Please be specific. • Optional: Name and School ______________________________

  35. Important Links www.604and609.org; Network website www.engageny.org: State curriculum, materials and updates www.achievethecore.org www.illustrativemathematics.org; Sample problems for each standard and links to other helpful websites http://ime.math.arizona.edu/progressions/: Progressions Documents www.commoncoretools.me www.corestandards.org http://www.dpi.state.nc.us/acre/standards/common-core-tools/ http://parcconline.org/parcc-content-frameworksMajor, supporting and additional work of the grade http://schools.nyc.gov/Academics/CommonCoreLibraryDOE website, links, resources, Program specific information http://www.p12.nysed.gov/assessment/math/ccmath/parccmcf.pdf http://vimeo.com/44524812: Video clip on the instructional Shifts www.Thinkcentral.com : Online Resource for GoMath http://www.ode.state.or.us/wma/teachlearn/commoncore/math-practice-posters-in-student-language.pdf MP Posters Karen Cardinali, Achievement Coach, 2014

  36. Thank you for your time and attention. Have a great day!

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