Lesson Planning with rigor and engagement… Without Exemplar Lessons

1. Lesson Planning with rigor and engagement… Without Exemplar Lessons Paula Hagan Instructional Coordinator, Northside Elementary

2. Effective teaching… • You know your teaching is effective when your students learn! • “Too often, unfortunately, the teacher is the most active person in the classroom, while the students are passive….many students come to school to watch their teachers work. That is not learning!” -Rigor and Relevance Handbook

3. Understanding by design • The sins of traditional lesson planning… • “hands-on without being minds-on” – engaging experiences that lead only accidentally, if at all, to insight or achievement. • “Coverage” – students march through a textbook, page by page … in a valiant attempt to traverse all the factual material within a prescribed time.

4. Understanding by design • Three Stages of Backward Design: • Identify desired results • Determine acceptable evidence • Plan learning experiences and instruction

5. Understanding by design • Backward design template • Stage 1- Desired Results • Established goals • Understandings • Essential questions • Students will know… Students will be able to… • Stage 2- Assessment Evidence • Performance Tasks • Other evidence • Stage 3- Learning Plans • Learning activities

6. Rigor and Relevance • Curriculum Planning Steps: 1- Define instructional unit and make curriculum connections 2- Identify related standards and priorities 3- List expected levels of student knowledge and performance using Rigor/Relevance Framework 4- Identify student work for students to meet expected skills and knowledge 5- Define required content knowledge 6- List essential questions/concepts 7- Design assessment and instruction together

7. Planning worksheet • I will model how to plan with the planning worksheet I’ve adapted from Rigor and Relevance and Understanding By Design… • Using the IFD for 3rd grade math, Unit 3: Addition and Subtraction Operations

8. Focus: what is the focus of the instructional unit (discipline(s), topic, area, theme, setting, or time)? • The student expectations bundled in this unit address the use of addition and subtraction in various problem situations including finding the value of a collection of bills and coins, interpreting bar graphs and finding the perimeter of a figure.

9. What are the related TEKS and instructional priorities? • 3.1C determine the value of a collection of coins and bills • 3.3A model addition and subtraction using pictures, words, and numbers • 3.3B Select addition or subtraction and use the operation to solve problems involving whole numbers through 999 • 3.5A Round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations • 3.5B Use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems • 3.11B Use standard units to find the perimeter of a shape • 3.13B Interpret information from bar graphs

10. What are students expected to know and be able to do and at what levels? (Performance Indicators on the IFD)

11. Assessment: what work will you expect of students and use to measure achievement? • Students will be able to solve real-life addition and subtraction problems by estimating, finding the actual solution, drawing the solution strategy, and writing a justification for the answer.

12. Content: What content will students need? Key Vocabulary: • Bar graph –a graph with horizontal or vertical bars that represents categorical data • Interval –the set of all numbers between two given numbers • Perimeter –the distance around the outer edge of a figure • Scale –an arrangement of numbers at regular intervals • How can we combine these skills? • Which skills will we need to spend more/less time on?

13. Essential Questions: What provocative questions will foster inquiry, understanding, and transfer learning? • How do you know what problem-solving strategy to try? • Why did you choose that operation? • How can you prove your answer is reasonable?

14. Learning Activities: What learning experiences and instruction will enable students to achieve the desired results? • Daily word problems • Rotate between +/- word problems using bar graph, perimeter, coins and bills • Use estimation each time • Show strategies (draw) / • Drawing a picture • Looking for a pattern • Making a table • Working a simpler problem • Working backwards • Day 1, 2, 3- bar graph problems (practice +,- estimation skills) • Day 4, 5, 6- perimeter problems (practice +,- estimation skills) • Day 7, 8, 9- coins and bills problem (practice +,- estimation skills) • Day 10, 11- performance indicator problems

15. Sample Day: • Engage: Real-world problem situation (not written down – acted out or shown) • Explore: work together (model how) to estimate, find the actual solution, draw the solution strategy • Explain: Students verbalize the mathematical thinking, and justify the answer (verbal, then written) • Evaluate: Students complete similar word problem(s) to check for understanding (not too many – 2 or 3) • Extend: Set up centers to practice addition/subtraction skills and work in a small group with those who struggled at the independent word problems portion

16. How do I make my lessons rigorous? • Teach the depth of the specificity – don’t skim the content • Teach all problem solving strategies • Plan for the depth your students need

17. How do I make my lessons engaging? • Connect everything to real world problem situations • Use newspaper or menus to create a problem situation that the class needs to solve • Make learning relevant and important • Create problem situations that students can relate to • Math is all around us!

18. So what do we do??? • Summarize the content that needs to be covered • Find ways to connect the TEKS and teach the depth of the specificity • Start with the end result and make a plan to get there

19. Your turn… • We will work in small groups to plan for ELAR • Each group will take one portion of ELAR (word study, shared reading, independent reading, writing) • Complete the worksheet for the whole unit • Share what you came up with