Bangladesh: Improving Coherence Across Social Protection Programs
Across Grade Coherence and Instructional Practice in ...€¦ · • Identify and reframe deficit...
Transcript of Across Grade Coherence and Instructional Practice in ...€¦ · • Identify and reframe deficit...
February2019
AcrossGradeCoherenceandInstructionalPracticeinGrades6–8
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ACROSSGRADECOHERENCEINGRADES6–8
WelcomeBack!
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ACROSSGRADECOHERENCEINGRADES6–8
ThankYouforYourFeedback!
+ ∆
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• Takeresponsibilityforyourselfasalearner.
• Honortimeframes(start,end,andactivity).
• Beanactiveandhands-onlearner.
• Usetechnologytoenhancelearning.
• Striveforequityofvoice.
• Contributetoalearningenvironmentinwhichitis“safetonotknow.”
• Identifyandreframedeficitthinkingandspeaking.
ACROSSGRADECOHERENCEINGRADES6–8
NormsThatSupportOurLearning
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ACROSSGRADECOHERENCEINGRADES6–8
ThisWeekDay Ideas
Monday FocusandWithinGradeCoherence
Tuesday Rigorandthe MathematicalPractices
Wednesday Across Grade CoherenceandInstructionalPractice
Thursday Adaptation andCurriculumStudy
Friday AdaptationandPractice
“Dothemath”
Connecttoourpractice
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Equityforall
ACROSSGRADECOHERENCEINGRADES6–8
Today
• Morning:AcrossGradeCoherenceinGrades6–8
• Afternoon: InstructionalPracticeinGrades6–8
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ACROSSGRADECOHERENCEINGRADES6–8
MorningObjectives• Participantswillunderstandandapplylearningprogressionstosupportstudentswhoarebelowgradelevel.
o Participantswillbeabletoidentifyasequenceofprerequisitestandardsnecessaryinmathunderstandingandlearning.
o Participantswillbeabletoidentifyonrampsforteachingmajorworktostudentswithunfinishedlearning.
o Participantswillbeabletoadaptalessonforstudentswithunfinishedlearningbyaddingjust-in-timescaffoldsbasedonlearningprogressions.
o ParticipantswillbeabletoexplainhowattendingtotheshiftofacrossgradecoherenceisanequitablepracticeinStandards-alignedmathinstruction.
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ACROSSGRADECOHERENCEINGRADES6–8
MorningAgenda
I. AcrossGradeCoherence
II. VerticalCoherenceChallenge
III. MappingtheProgressions
IV. ToolsforUnderstandingtheProgressions
V. AdaptingLessonsforStudentswithUnfinishedLearning
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ACROSSGRADECOHERENCEINGRADES6–8
UnpackingEquity
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Equityexistswhenthebiasesderivedfromdominantculturalnormsandvaluesnolongerpredictorinfluencehowonefaresinsociety.
Equitysystematicallypromotesfairandimpartialaccesstorightsandopportunities.
Equitymaylooklikeaddingsupportsandscaffoldsthatresultinfairaccesstoopportunitiesorcreatingopportunitiesforallvoicestobeheard.
Educational Equityensuresthatallchildren—regardlessofcircumstances—arereceivinghigh-quality,grade-level,andstandards-alignedinstructionwithaccesstohigh-qualitymaterialsandresources.
Webecomechangeagentsforeducationalequitywhenweacknowledgethatwearepartofaneducationalsystemthatholdspoliciesandpracticesthatareinherentlyracistandthatwehaveparticipatedinthissystem.Wenowcommittoensuringthatallstudents,regardlessofhowwethinktheycometous,leaveushavinggrownagainstgrade-levelstandardsandconfidentintheirvalueandabilities.
ACROSSGRADECOHERENCEINGRADES6–8
I.AcrossGradeCoherence
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Lenapaid$18.96for3poundsofcoffee.
Whatwouldstudentsneedtounderstandaboutproportionalrelationshipstographtherelationshipbetweenthenumberofpoundsofcoffeeandthetotalcost?
Grade6Useratioandratereasoningtosolvereal-worldandmathematicalproblems…bymakingtablesofequivalentratios,findingmissingvaluesintables,andplottingthepairsofvaluesonthecoordinateplane.
Grade8Graphproportionalrelationships,interpretingtheunitrateastheslopeofthegraph;comparedifferentproportionalrelationshipsindifferentways.
Grade7Explainwhatapoint(x,y)onthegraphofaproportionalrelationshipmeansintermsofthesituation,withspecialattentiontothepoints(0,0)and(1,r)wherer istheunitrate.
ACROSSGRADECOHERENCEINGRADES6–8
WhatIstheRightOrder?
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“A focused, coherent progression of mathematics learning, with anemphasis on proficiency with key topics, should become the norm inelementary and middle school mathematics curricula. Any approach thatcontinually revisits topics year after year without closure is to be avoided. Bythe term focused, the Panel means that curriculum must include (and engagewith adequate depth) the most important topics underlying success in schoolalgebra. By the term coherent, the Panel means that the curriculum ismarked by effective, logical progressions from earlier, less sophisticatedtopics into later, more sophisticated ones. Improvements like thosesuggested in this report promise immediate positive results with minimaladditional cost.”
–NationalMathematicsAdvisoryPanel
ACROSSGRADECOHERENCEINGRADES6–8
CoherenceIsKey
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ACROSSGRADECOHERENCEINGRADES6–8
TheProgressions
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AcrossGradeCoherence:Learningiscarefullyconnectedacrossgradessothatstudentscanbuildnewunderstandingontofoundationsbuiltinpreviousyears.
• Inyourgroups,youhave13standardsonpiecesofpaper.MoststandardscomefromtheRatios&ProportionalRelationshipsdomaininGrades6–8.
• Thestandardsarenotlabeled!
• Determinewhichstandardsareprerequisitesforotherstandards.
• Note: Thereismorethanoneverticalstrand.
• Bonus: Canyoudeterminewhichstandardsbelonginwhichgrade?
ACROSSGRADECOHERENCEINGRADES6–8
II.VerticalCoherenceChallenge
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Grades4and5
Grade6 Grade7 Grade8 HighSchool
J4.MD.2
B5.NF.3
G5.G.2
F6.RP.2
L6.RP.3a
D7.RP.1
K7.RP.2
M7.RP.3
H7.G.1
C8.F.2
A8.EE.6
I8.EE.8
EF-BF.1
ACROSSGRADECOHERENCEINGRADES6–8
APictureofCoherence
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ACROSSGRADECOHERENCEINGRADES6–8
ProgressionsofContent
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Howdoesunderstandingtheprogressionofcontentsupportourunderstandingofgrade-levelcontent?
Protocol:
• Identifythreeprerequisitestandards—thestandardsdonothavetobeinthreedifferentgrades.
• Identifytheaspectsofrigorforeachprerequisite.
• Discusswithapartner:1. Howdoeseachprerequisite
supportthestandard?2. Whyisitimportanttopay
attentiontotherigoroftheprerequisitestandard?
ACROSSGRADECOHERENCEINGRADES6–8
III.StandardsMapping
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TheStandards:Grade6– 6.EE.B.7Grade7– 7.NS.A.2Grade8– 8.F.A.2
Solvereal-worldandmathematicalproblemsbywritingandsolvingequationsoftheformx +p =q andpx =q forcasesinwhichp,q,andx areallnonnegative rationalnumbers.
ACROSSGRADECOHERENCEINGRADES6–8
Grade6—6.EE.B.7
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5.NF.B.4Applyandextendpreviousunderstandingsofmultiplicationtomultiplya fraction orwholenumber byafraction.
6.EE.B.5Understandsolvinganequationorinequalityasaprocessofansweringaquestion:whichvaluesfromaspecifiedset,ifany,maketheequationorinequalitytrue?Usesubstitutiontodeterminewhetheragivennumberinaspecifiedsetmakesanequationorinequalitytrue.
6.NS.A.1Interpretandcomputequotientsof fractions,andsolvewordproblemsinvolvingdivisionoffractionsbyfractions,e.g.,byusing visualfractionmodels andequationstorepresenttheproblem.
Applyandextendpreviousunderstandingsofmultiplicationanddivisionandoffractions tomultiplyanddivide rationalnumbers.
ACROSSGRADECOHERENCEINGRADES6–8
Grade7—7.NS.A.2
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6.NS.A.1Interpretandcomputequotientsof fractions,andsolvewordproblemsinvolvingdivisionoffractionsbyfractions,e.g.,byusing visualfractionmodels andequationstorepresenttheproblem.
5.NF.B.3Interpreta fraction asdivisionofthenumeratorbythedenominator(a/b=a÷ b).Solvewordproblemsinvolvingdivisionof wholenumbers leadingtoanswersintheformoffractionsormixednumbers,e.g.,byusing visualfractionmodels orequationstorepresenttheproblem.
5.NF.B.4Applyandextendpreviousunderstandingsofmultiplicationtomultiplya fraction orwholenumber byafraction.
Comparepropertiesoftwofunctionseachrepresentedinadifferentway(algebraically,graphically,numericallyintables,orbyverbaldescriptions).Forexample,givenalinearfunctionrepresentedbyatableofvaluesandalinearfunctionrepresentedbyanalgebraicexpression,determinewhichfunctionhasthegreaterrateofchange.
ACROSSGRADECOHERENCEINGRADES6–8
Grade8—8.F.A.2
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7.RP.A.2Recognizeandrepresentproportionalrelationshipsbetweenquantities.
8.F.A.1Understandthatafunctionisarulethatassignstoeachinputexactlyoneoutput.Thegraphofafunctionisthesetoforderedpairsconsistingofaninputandthecorrespondingoutput.
8.EE.B.5Graphproportionalrelationships,interpretingtheunitrateastheslopeofthegraph.Comparetwodifferentproportionalrelationshipsrepresentedindifferentways.Forexample,compareadistance-timegraphtoadistance-timeequationtodeterminewhichoftwomovingobjectshasgreaterspeed.
Break
ACROSSGRADECOHERENCEINGRADES6–8
IV.UnderstandingtheProgressions
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TheProgressionsDocuments
WiringDiagram
ContentGuides
ACROSSGRADECOHERENCEINGRADES6–8
UnderstandingtheProgressions
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Howdoesunderstandingtheprogressionssupportinstruction?
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ACROSSGRADECOHERENCEINGRADESK-2
LeveragingtheProgressions
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Howcanweleverageprogressionsofcontenttogiveall studentsaccesstograde-levelcontent?
ACROSSGRADECOHERENCEINGRADES6–8
V.AdaptingLessonsforStudentswithUnfinishedLearning
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Protocol:• Review Lesson1andidentify thetargetedstandard.• Identify theprerequisitestandardsfrompriorgradesthatsupportthetargetedstandard.
o Whatistheaspectofrigorforeachprerequisite?• Discuss withapartner:
1. Howdoeseachprerequisitesupportthestandard?2. Howcouldyoustrategicallyusetheseprerequisitestandardsto
supportstudentswhoarenotongradelevel?o Annotate thelessonwithspecificsupports.
• Withyourtable:o Eachpairsharesoutthespecificadaptationsyouandyour
partnermade. Explainwhyyoumadetheseadaptations.
ACROSSGRADECOHERENCEINGRADES6–8
LessonAdaptations
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Whattypesofadaptationscouldyouconsideratthelessonlevel?
• Addawarm-upactivitythatconnectstopriorlearning.
• Addasectiontothelessonportiontoaddressprerequisiteskills.
• Adjusttheexamplesand/orproblemsettofocusonprerequisiteskills.
Protocol: time• 10min:Individualworktime• 15min:Partnerwork• 10min:Tableshareout
ACROSSGRADECOHERENCEINGRADES6–8
AdaptingLessonsforStudentswithUnfinishedLearning
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GoalsforThisActivity:I. ReviewLesson1andidentify
thetargetedstandard(s).II. Whataretheprerequisite
standardsfrompriorgradesthatsupportthisstandard(s)?
III. Whataspectsofrigorarehighlightedintheprerequisitestandards?
ACROSSGRADECOHERENCEINGRADES6–8
AdaptingLessonsforStudentswithUnfinishedLearning
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Protocol:• ReviewLesson1andidentifythetargetedstandard.• Identifytheprerequisitestandardsfrompriorgradesthatsupportthetargetedstandard.
o Whatistheaspectofrigorforeachprerequisite?• Discuss withapartner:
1. Howdoeseachprerequisitesupportthestandard?2. Howcouldyoustrategicallyusetheseprerequisitestandardsto
supportstudentswithunfinishedlearning?o Annotatethelessonwithspecificsupports.
• Withyourtable:o Eachpairsharesoutthespecificadaptationsyouandyour
partnermade.Explainwhyyoumadetheseadaptations.
TransitiontoPartnerTime!30
ACROSSGRADECOHERENCEINGRADES6–8
AdaptingLessonsforStudentswithUnfinishedLearning
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Protocol: time• 10min:Individualworktime• 15min:Partnerwork• 10min:Tableshareout
GoalsforThisActivity:I. Howdotheseprerequisite
standardssupportthegrade-levelstandard(s)?
II. Howcouldyoustrategicallyusetheseprerequisitestandardstosupportstudentswithunfinishedlearning?
o Annotatethelessonwithspecificsupports.
ACROSSGRADECOHERENCEINGRADES6–8
AdaptingLessonsforStudentswithUnfinishedLearning
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Protocol:• ReviewLesson1andidentifythetargetedstandard.• Identifytheprerequisitestandardsfrompriorgradesthatsupportthetargetedstandard.
o Whatistheaspectofrigorforeachprerequisite?• Discusswithapartner:
1. Howdoeseachprerequisitesupportthestandard?2. Howcouldyoustrategicallyusetheseprerequisitestandardsto
supportstudentswithunfinishedlearning?o Annotatethelessonwithspecificsupports.
• Withyourtable:o Eachpairsharesoutthespecificadaptationsyouandyour
partnermade. Explainwhyyoumadetheseadaptations.
TransitiontoTableShare!
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ACROSSGRADECOHERENCEINGRADES6–8
AdaptingLessonsforStudentswithUnfinishedLearning
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Protocol: time• 10min:Individualworktime• 15min:Partnerwork• 10min:Tableshareout
GoalsforThisActivity:o Eachpairsharesoutthespecific
adaptationsmadeandexplainswhytheseadaptationsweremade.
ACROSSGRADECOHERENCEINGRADES6–8
AdaptingLessonsforStudentswithUnfinishedLearning
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Protocol:• ReviewLesson1andidentifythetargetedstandard.• Identifytheprerequisitestandardsfrompriorgradesthatsupportthetargetedstandard.
o Whatistheaspectofrigorforeachprerequisite?• Discusswithapartner:
1. Howdoeseachprerequisitesupportthestandard?2. Howcouldyoustrategicallyusetheseprerequisitestandardsto
supportstudentswithunfinishedlearning?o Annotatethelessonwithspecificsupports.
• Withyourtable:o Eachpairsharesoutthespecificadaptationsyouandyour
partnermade.Explainwhyyoumadetheseadaptations.
ACROSSGRADECOHERENCEINGRADES6–8
AdaptingLessonsforStudentswithUnfinishedLearning
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Whatgrade-levelstandarddoesthelessonaddress?Whatistheevidence ofalignmenttothisstandard?
What aretheprerequisitestandardsfrompriorgradesthatsupportthisstandard?
Brainstorm waysyoucouldusetheseprerequisitestosupportstudentswithunfinishedlearninginaccessingthecontentofthislesson.• Annotatethelessonwithspecific
supports.
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ACROSSGRADECOHERENCEINGRADES6–8
Summary
• Whatistheshiftofcoherence?
• Howdoescoherencehelpussupportstudentswithunfinishedlearning?
• Howdoesrigorhelpussupportstudentswithunfinishedlearning?
• Howdoesthislearningapplytoyourspecificrole?
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ACROSSGRADECOHERENCEINGRADESK-2
Lunch12:00-1:00
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Lunch12:00–1:00
INSTRUCTIONALPRACTICEINGRADES6–8
Today
• Morning:AcrossGradeCoherenceinGrades6–8
• Afternoon: InstructionalPracticeinGrades6–8
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INSTRUCTIONALPRACTICEINGRADES6–8
AfternoonObjectives• ParticipantswillbeabletousetheInstructionalPracticeGuide(IPG)asalessonplanningtoolandacoachingtool.
• Participantswillbeabletoidentifywhere,inlessonsandvideos,teachersengageinCoreActions.
• ParticipantswillbeabletoexplaintherelationshipbetweenCoreActionsandequitableinstructioninStandards-alignedmathinstruction.
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I. IntrototheInstructionalPracticeGuide(IPG)
II. CoreActionsinAction!
III. LessonPlanningwiththeIPG
IV. ConnecttoPractice
INSTRUCTIONALPRACTICEINGRADES6–8
AfternoonAgenda
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INSTRUCTIONALPRACTICEINGRADESK-2
InstructionalPractice...effectiveteachingisthenon-negotiablecorethatensuresthatallstudentslearnmathematicsathighlevels...
–PrinciplestoActions:EnsuringMathematicalSuccessforAll(NCTM)
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INSTRUCTIONALPRACTICEINGRADES6–8
I.InstructionalPracticeGuide(IPG)
TheInstructionalPracticeGuideincludescoaching andlessonplanning toolstohelpteachersandthosewhosupportteacherstomaketheKeyShiftsininstructionalpracticerequiredbytheStateStandards.
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INSTRUCTIONALPRACTICEINGRADES6–8
CoreActions
1. EnsuretheworkoftheenactedlessonreflectstheFocus,Coherence,andRigorrequiredbycollege- andcareer-readystandardsinmathematics.
2. Employinstructionalpracticesthatallowallstudentstolearnthecontentofthelesson.
3. Provideallstudentswithopportunitiestoexhibitmathematicalpracticeswhileengagingwiththecontentofthelesson.
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INSTRUCTIONALPRACTICEINGRADES6–8
CoreAction1
IndicatorsA. Theenactedlessonfocusesonthegrade-levelcluster(s),grade-levelcontent
standard(s),orpart(s)thereof.Mathematicallearninggoal:Standard(s)addressedinthislesson:
B. Theenactedlessonappropriatelyrelatesnewcontenttomathcontentwithinoracrossgrades.
C. Theenactedlessonintentionallytargetstheaspect(s)ofRigor(conceptualunderstanding,proceduralskillandfluency,application)calledforbythestandard(s)beingaddressed.
Circletheaspect(s)ofRigortargetedinthestandard(s)addressedinthislesson:Conceptualunderstanding/Proceduralskillandfluency/ApplicationCircletheaspect(s)ofRigortargetedinthislesson:Conceptualunderstanding/Proceduralskillandfluency/Application
EnsuretheworkoftheenactedlessonreflectstheFocus,Coherence,andRigorrequiredbycollege- andcareer-readystandardsinmathematics.
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INSTRUCTIONALPRACTICEINGRADES6–8
CoreAction2Employinstructionalpracticesthatallowallstudentstolearnthecontentofthelesson.
IndicatorsA. Theteachermakesthemathematicsofthelessonexplicitthroughthe
useofexplanations,representations,tasks,and/orexamples.B. Theteacherstrengthensallstudents’understandingofthecontentby
strategicallysharingstudents’representationsand/orsolutionmethods.
C. Theteacherdeliberatelychecksforunderstandingthroughoutthelessontosurfacemisconceptionsandopportunitiesforgrowth,andadaptsthelessonaccordingtostudentunderstanding.
D. Theteacherfacilitatesthesummaryofthemathematicswithreferencestostudentworkanddiscussioninordertoreinforcethepurposeofthelesson.
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INSTRUCTIONALPRACTICEINGRADES6–8
CoreAction3
IndicatorsA. Theteacherprovidesopportunitiesforallstudentstoworkwithandpracticegrade-level
problemsandexercises.Students workwithandpracticegrade-levelproblemsandexercises.
B. Theteachercultivatesreasoningandproblemsolvingbyallowingstudentstoproductivelystruggle.Students persevereinsolvingproblemsinthefaceofdifficulty.
C. Theteacherposesquestionsandproblemsthatpromptstudentstoexplaintheirthinkingaboutthecontentofthelesson.Students sharetheirthinkingaboutthecontentofthelessonbeyondjuststatinganswers.
D. Theteachercreatestheconditionsforstudentconversationswherestudentsareencouragedtotalkabouteachother’sthinking.Students talkandaskquestionsabouteachother’sthinking,inordertoclarifyorimprovetheirownmathematicalunderstanding.
E. Theteacherconnectsanddevelopsstudents’informallanguageandmathematicalideastoprecisemathematicallanguageandideas.Students useincreasinglyprecisemathematicallanguageandideas.
Provideallstudentswithopportunitiestoexhibitmathematicalpracticeswhileengagingwiththecontentofthelesson.
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INSTRUCTIONALPRACTICEINGRADES6–8
DeeperDivewiththeIPG
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SmallGroupProtocol
• ReadtheindicatorsoftheCoreActionforyourgroup.
• Discussthefollowingwithyoursmallgroup:1. HowdoesthisCoreAction(includingthe
indicators)supportteachersandcoachesinbuildingunderstandingofStandards-alignedinstruction?
2. Whataretheessentialteacherpracticesthatsupporttheindicators?
3. HowdoesthisCoreActionsupportequitableinstructionforall students?
INSTRUCTIONALPRACTICEINGRADES6–8
DeeperDivewiththeIPG
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TableDiscussionProtocol
• Turnandteach.• Discussthefollowingwithyourtablegroup:
1. HowdoesthistoolsupportteachersandcoachesinbuildingunderstandingofStandards-alignedinstruction?
2. WhatareessentialteacherpracticesthatsupporteachCoreAction?
3. WheredoeseachoftheStandardsforMathematicalPracticeshowupintheIPG?
4. HowdoesthisCoreActionsupportequitableinstructionforall students?
INSTRUCTIONALPRACTICEINGRADES6–8
DeeperDivewiththeIPG
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WholeGroupDiscussionProtocol
1. HowdoesthistoolsupportteachersandcoachesinbuildingunderstandingofStandards-alignedinstruction?
2. WheredoeseachoftheStandardsforMathematicalPracticeshowupintheIPG?
3. WhatconnectionsdidyoumakebetweentheCoreActionsandequitableinstructionforall students?
• Usefulinbothplanningandcoaching.
• Evidencefortheindicatorscancomefromlessonmaterials,teacheractions,studentdiscussion,andstudentwork.
• Whenusingasacoachingtool,notallindicatorsmaybeevidentinasingleclassperiod.
• Not tobeusedasanevaluationinstrument.
INSTRUCTIONALPRACTICEINGRADES6–8
IPGSummary
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WhatCoreActionsarevisible?
INSTRUCTIONALPRACTICEINGRADES6–8
II.CoreActionsinAction!
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Break
INSTRUCTIONALPRACTICEINGRADES6–8
III.LessonPlanningwiththeIPG
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HowcanweusetheCoreActionsandindicators?• Planning• Evaluating• Reflecting
INSTRUCTIONALPRACTICEINGRADES6–8
LessonPlanningTheCoreActionsshouldbeevidentinplanningandobservableininstruction.
• Whatpartsofthelessonplanarevital toshowevidenceofCoreAction1?Annotatethelessontoshowthese.
• WhataresomeofthethingsyoucoulddotoensurealignmentwiththeindicatorsforCoreActions2and3?
WhattoReview:Grade6,Module1,Lesson2Grade7,Module1,Lesson2Grade8,Module5,Lesson2
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INSTRUCTIONALPRACTICEINGRADES6–8
Example:Grade7,Module1,Lesson1
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INSTRUCTIONALPRACTICEINGRADES6–8
LessonPlanning
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Protocol: time• 15min:Individualworktime• 10min:Smallgroupcollaboration• 15min:Tableshareout
GoalsforThisActivity:1. Readthelesson.2. AnnotatethelessonforyourCore
Action.• Whatpartsofthelessonplanare
vital toshowevidenceofCoreAction1?
• WhataresomeofthethingsyoucoulddotoensurealignmentwiththeindicatorsforCoreActions2and3?
TransitiontoSmallGroupTime!58
INSTRUCTIONALPRACTICEINGRADES6–8
LessonPlanning
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Protocol: time• 15min:Individualworktime• 10min:Smallgroupcollaboration• 15min:Tableshareout
GoalsforThisActivity:1. Sharehowyouannotatedthetask
withyourgroup.
TransitiontoTableShare!
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INSTRUCTIONALPRACTICEINGRADES6–8
LessonPlanning
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Protocol: time• 15min:Individualworktime• 10min:Smallgroupcollaboration• 15min:Tableshareout
Goalsforthisactivity:1. Shareyourannotationswiththe
peopleatyourtable.2. Discussandrecord:
• WhatkindsofevidencesupportedtheindicatorsforCA1?
• WhatkindsofactionsdidyouaddtosupportCA2?
• WhatkindsofactionsdidyouaddtosupportCA3?
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INSTRUCTIONALPRACTICEINGRADES6–8
IV.LessonPlanning
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Protocol:
AnnotateyourlessonforeachCoreAction:1. WhatistheevidenceofalignmenttoCoreAction1?Howcanyou
improvealignmenttoCoreAction1?2. Whataresomeofthethingsyoucoulddotoensurealignment
withtheindicatorsforCoreAction2?3. Whataresomeofthethingsyoucoulddotoensurealignment
withtheindicatorsforCoreAction3?
INSTRUCTIONALPRACTICEINGRADES6–8
Summary
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• HowwilltheCoreActionsimpactyourworkwith creatingand/orcoachingaroundlessonplans,andensuringequitableinstructionforallstudents?
• Howhasyourthinkingchangedaboutlessonplanning?
• HowhavetheShiftsimpactedyourapproachtoinstruction?
INSTRUCTIONALPRACTICEINGRADES6–8
HomeworkTopreparefortheworkwewilldotomorrowandFriday:• Read UnderstandingLanguage- PrinciplesfortheDesignofMathematicsCurricula:PromotingLanguageandContentDevelopment.– LocatedinmaterialsforThursday,ontheStandardsInstituteswebsite:standardsinstitutes.org
• Thinkaboutapossibleproblemofpracticethatyouarestrugglingwithrelatedtothecontentwehavecoveredthisweek,thatyouwouldwanttoproblemsolveonFriday.Share thisproblemofpracticewithmetodaybeforeyouleave.– TheProblemofPracticeQ&AwilltakeplaceFridayafternoon.
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FeedbackPleasefilloutthesurveylocatedhere:www.standardsinstitutes.org.
• Click“Winter2019”onthetopofthepage.• Click“Details”onthecenterofthepage.
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