A Story of Units

1. A Story of Units Application and Concept Development in Practice

2. Session Objectives • Revisit Module 1 in order to further examine the lesson components of Application Problems and Concept Development in preparation to: • Model, teach, and practice the instructional routines that will support implementation of A Story of Units. • Differentiate according to the needs of diverse learners and varied student populations in any given district, school, or classroom.

3. AGENDA Implementation of Application Problems and Concept Development Modeling and Practice Differentiation in Application Problems and Concept Development Reflection on Preparation and Implementation

4. Application Problems and Concept Development • From our previous sessions, what do you recall about the role of Application Problems and Concept Development in A Story of Units?

5. 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 10-20 minutes of the lesson. • The Read, Draw, Write (RDW) process is modeled and encouraged through daily problem solving.

6. 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.

7. Application Problems and Concept Development: Getting Started • “I do my application problems in the morning, as part of my morning work and share them during morning meeting or debrief.” • “Hearing about all of the components, I can see how I can incorporate this into my current centers structure.” • “Watching students complete the application problems can really help me implement the concept development in a way that meet kids where they are.”

8. Application Problems and Concept Development: Getting Started • What solutions can you implement in order to overcome anticipated obstacles? • “My math block is only 40 minutes. I want to include application problems. How can I do this?” • “I have students with significant cognitive disabilities in my classroom. How can I use the materials to meet these students’ needs as well?”

9. AGENDA Implementation of Application Problems and Concept Development Modeling and Practice Differentiation in Application Problems and Concept Development Reflection on Preparation and Implementation

10. Modeling and Practice: Application Problems • Materials • Space • Systems for sharing • Time management • Beginning of the year

11. Modeling and Practice: Application Problems • Dora found 5 leaves that blew in through the window. Then she found 2 more leaves that blew in. Draw a picture and use numbers to show how many leaves Dora found in all.

12. Modeling and Practice: Application Problems • With a partner, choose another Lesson 1 from the set provided and consider the instructional choices you might make. • Role play an introduction to the Application Problem based on the lesson you selected.

13. Modeling and Practice: Concept Development

14. Modeling and Practice: Concept Development • With a partner, examine the remaining portion of the Concept Development. • What choices will you make as you introduce students to A Story of Units?

15. Reflection • What have you learned by modeling and practice of the Application Problem and Concept Development?

16. Key Points • Successful implementation of both Application Problems and Concept Development in A Story of Units requires the support of well-established instructional routines. • Carefully introducing students to tools and strategies such as the RDW process at the beginning of the school year is an investment in their success throughout the year.

17. AGENDA Implementation of Application Problems and Concept Development Modeling and Practice Differentiation in Application Problems and Concept Development Reflection on Preparation and Implementation

18. Differentiation in Application Problems and Concept Development

19. Differentiation in Application Problems and Concept Development • Chose from the set of Lesson 1 materials provided. With your table, discuss how you might adapt the Application Problem or Concept Development. • Develop your own sample dialogue for either the Application Problem or Concept Development, keeping in mind the needs of a specific student population.

20. Differentiation in Application Problems and Concept Development • What did you learn about differentiating these lesson components?

21. Key Points • Multiple means of representation, action and expression, and engagementwill support the wide variety of learners in our classrooms and enhance their ability to develop and apply procedural skills and conceptual understanding. • As with all the lesson components, teachers should make instructional choices that are best suited to the needs of the learners they serve, using sample vignettes and suggested tools as models rather than mandates.

22. Reflection on Preparation and Implementation • Take 2 minutes to reflect on what you have learned about using Application Problems and Concept Development to meet the needs of the diverse learners that you serve. • How will you use what you have learned today as you prepare to implement A Story of Units?