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A Story of Units

A Story of Units. Module Focus- Grade 3. Session Objectives. Identify key components of the module structure and of each lesson within A Story of Units .

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A Story of Units

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  1. A Story of Units Module Focus- Grade 3

  2. Session Objectives • Identify key components of the module structure and of each lesson within A Story of Units. • Articulate the instructional focus of Module 1, thereby preparing participants to teach and/or prepare their colleagues to teach this module. • Examine lesson components including Fluency Practice, Application Problems, Concept Development with Problem Sets, and Student Debrief with Exit Tickets.

  3. AGENDA • Review of Module Structure • Examination of Module Overview, Assessments, and Topic Openers • Lesson Study • Coherence Across the Module

  4. Review of Module Structure

  5. AGENDA • Review of Module Structure • Examination of Module Overview, Assessments, and Topic Openers • Lesson Study • Coherence Across the Module

  6. Module Overview • Read the descriptive narrative. • Make note of important information that will help educators understand the content and prepare to implement this module.

  7. Module Overview • How does this Module compare to your past experiences with this content? • How does each component of the Module Overview prepare you to implement this material in your classroom? • Turn and talk with others at your table about your observations.

  8. Module Assessments • Take 5 minutes to work on the Mid-Module Assessment. • How does this task measure the skills and understanding that are addressed in this module?

  9. Topic Openers • Read the descriptive narrative. • Make note of important information that will help educators implement these lessons.

  10. Topic Openers • How does each topic contribute to the overall instructional goal of the module? • How are the Topic Openers useful as a planning tool? • What is the relationship between the Topic Opener and the other components of the module?

  11. AGENDA • Review of Module Structure • Examination of Module Overview, Assessments, and Topic Openers • Lesson Study • Coherence Across the Module

  12. Lesson Study • Examine the development and function of each lesson component. • Fluency Practice • Application Problems • Concept Development • Student Debrief • How do the lesson components work together to achieve rigor and lead toward the culminating assessment?

  13. Lesson Study: Fluency Practice • Daily, substantial, sustained, and supported by the lesson structure • 10-20 minutes of easy-to-administer activities • Energetic activities that allow students to see measureable progress • Promotes automaticity – allows students to reserve their cognitive energy for higher-level thinking • Support conceptual understanding and application as well as the mathematical practices

  14. Lesson Study: Fluency Practice • Fluency activities serve a variety of purposes: • Maintenance: Staying sharp on previously learned skills • Preparation: Targeted practice for the current lesson • Anticipation: Building skills to prepare students for the in-depth work of future lessons • In fluency work all students are actively engaged with familiar content. This provides a daily opportunity for continuous improvement and individual success.

  15. Lesson Study: Fluency Practice • In what skills should students be fluent in order to achieve success in this module? • At your table, examine the Fluency Practices in this lesson, considering their specific function within the lesson.

  16. Lesson Study: Application Problems • Application involves using relevant conceptual understandings and appropriate strategies even when not prompted to do so. • Time allotted to application varies, but is commonly 5-10 minutes of the lesson. • The Read, Draw, Write (RDW) process is modeled and encouraged through daily problem solving.

  17. Lesson Study: Application Problems

  18. Lesson Study: Concept Development • Constitutes the major portion of instruction and generally comprises at least 20 minutes of the total lesson time.  • Builds toward new learning through intentional sequencing within the lesson and across the module. • Often utilizes the deliberate progression from concrete to pictorial to abstract, whichcompliments and supports an increasingly complex understanding of concepts. • Accompanied by thoughtfully sequenced problem sets and reproducible student sheets.

  19. Lesson Study: Concept Development How does the Concept Development work toward the expectations of the problem set?

  20. Lesson Study: Student Debrief • Includes sample dialogue or suggested lists of questions to invite the reflection and active processing of the totality of the lesson experience. • Encourages students to articulate the focus of the lesson and the learning that has occurred. • Promotes mathematical conversation with and among students. • Allows student work to be shared and analyzed. • Closes the lesson with daily informal assessment known as Exit Tickets.

  21. Lesson Study: Student Debrief • How are the components of rigor expressed in the debrief points? • Procedural skill and fluency • Conceptual understanding • Application

  22. Balanced, Rigorous Instruction

  23. Biggest Takeaways • How does this lesson compare to your past experiences with mathematics instruction? • What your biggest takeaways from this session?

  24. Key Points • Module Overviews and Topic Openers provide essential information about the instructional path of the module and are key tools in planning for successful implementation. • Each of the lesson components are necessary in order to achieve balanced, rigorous instruction and to bring the Standards to life. • The Exit Ticket is an essential piece of the Student Debrief and provides daily formative assessment. • Opportunities to nurture the Standards for Mathematical Practice are embedded throughout the lesson.

  25. AGENDA Review of Module Structure Examination of Module Overview, Assessments, and Topic Openers Lesson Study Coherence Across the Module

  26. Progression Study • What are the Progressions? • Explore: • Read pp. 25 & 26 • Begin: “Levels in Problem Representation and Solution” • End: Bottom of p. 26

  27. Progression Study • How does Lesson 16 fulfill the expectations described in the Progression?

  28. Coherence Within the Module • Analyze the progression of Fluency Activities across the sample of lessons provided. • What does the sequence of Fluency Practicesaccomplish as a whole?

  29. Coherence Within the Module • Complete and analyze the selected Problem Sets. • In what ways were the writers intentional in the design of this Problem Set?

  30. Biggest Takeaways • Stand up! Find someone at another table and share your biggest takeaways from this session.

  31. Key Points • Share out key points and takeaways.

  32. Next Steps • What is your plan for sharing this module with other administrators/teachers? (What is your plan for redelivery of this session?)

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