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Launch, Explore, Summarize Instructional Model for Mathematics

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Presentation on theme: "Launch, Explore, Summarize Instructional Model for Mathematics"— Presentation transcript:

1 Launch, Explore, Summarize Instructional Model for Mathematics
VA – With the new Common Core standards, not only is what we are teaching changing but HOW we are teaching as well. We wanted some time with you to ensure that you have the information about the Launch, Explore, Summarize instructional model and where it fits with what we are already doing, and how you can lead and support. Vicky Armstrong * Sophia Burr

2 Does this seem familiar to you?
Show Kid Snippets: “Math Class” Think of a time when you were a student or a teacher when the lesson left you excited and/or with a deep understanding of the math? How did that experience compare to what you have just seen? Think, Pair, Share

3 Focusing on Instruction
“Use the implementation of the Common Core State Standards in Mathematics as leverage for improving instructional practice.” -Cathy Seeley VA and SB –This is a prime opportunity for us to improve math instruction. We want our instruction to look differently than we just saw in the video. When we look at the number of students who need to retake Algebra multiple times and the number of students that need to take a remedial math class in college, it’s clear that our students need a stronger foundation in mathematics. We can use this time of change to our advantage to strengthen instruction, build deep conceptual understanding, and critical thinking. (SB)Share Jenga tower analogy. One of the ways we can do this is to increase the variety of instructional models. Today, we want to talk about the Launch, Explore, Summarize instructional model and how it relates to other valid instructional models.

4 CCSS Mathematics What does it mean to have a deep understanding of mathematics? VA – Let’s ask you, What does it mean to have a deep understanding of mathematics? (Ask the group to generate on a notes page per pair some responses to this question. After a few minutes, have pairs share out their responses and chart. Bring chart paper and notes pages. After facilitating this conversation, tie it to the coming slides by saying that our efforts with Common Core Math reflect the statements they have made) (5 Minutes))SB charts) A Mile Wide and an Inch Deep

5 Launch – Explore – Summarize
VA and SB Use the Jigsaw activity and have people count off from Ones will synthesize key ideas and questions on chart paper for the Launch section, twos will synthesize key ideas and questions for Explore, and 3’s will do summarize section. Each group will present their chart to the entire group. (20 minutes – Read independently and highlight, discuss with group, choose a recorder for chart and a presenter to present) SB – Reference back to the pictures – which part of the lesson are the pictures? (VA – Start the process with directions, SB and VA float among the groups to facilitate, SB close by referencing back to picture) SB – As an administrator as you walk through classrooms, it’s important for you to be able to identify what part of the lesson you’re seeing. Let’s “Explore” the instructional model…

6 Choose Three Ways Here is an example of a teacher using a Launch, Explore, Summarize lesson model. She doesn’t identify the parts, but there is a nice, natural flow to the lesson which includes all parts. Pay particular attention to the amount of time the teacher uses in the Launch period and the time given in the explore. She breaks the Explore portion of the lesson into chunks where the students explore individually, in pairs, and in small groups. This entire time takes about 15 minutes – about 5 minutes per chunk. Think about why she limits the amount of time exploring. Notice what the teacher is doing during the explore portion of the lesson. (Give our administrators a note-taking form for each lesson chunk. The form will be a T-chart with what teacher does and asks, what are the students doing. During the debrief, use stand-up, hand-up, pair up to have participants take their note-taking forms and discuss what they noticed. Return to seats, use Numbered Heads together to skim the article on the 8 Mathematical Practices and highlight the specific mathematical practices that took place during the lesson and note which segment of the lesson occurred in.) This will be a minute segment. https://www.teachingchannel.org/videos/problem-solving-math?fd=1 Teaching Channel, https://www.teachingchannel.org/videos/problem-solving-math?fd=1

7 Launch – Explore – Summarize
SB – Teacher Roles Launch: Launch and clarify task (connecting math to literature, “pose the problem” from Envision topic lessons, APK, engage thinking and problem solving skills to prepare to explore, the hook) Explore: Ask questions to engage, prompt, guide, clarify, and deepen student thinking Discuss/Summarize: Orchestrate the structure and flow of discussion LAUNCH EXPLORE SUMMARIZE

8 Teaching Cycle Connect student thinking Anticipate student thinking
Summarize Launch Select and sequence student thinking LES vs EDI What do we want students to know? What should students be able to do? How do we want them to show this? How do the ideas, strategies and representations develop from the beginning to the end of a unit? Launch/Explore model for direct instruction of new strategies Explore Monitor student thinking Math Vision Project

9 Timeframe Launch Explore Summarize Did we activate background knowledge? Do students have enough information while maintaining the problematic nature of the task? Launch Explore When are students ready to move into the Discuss stage? SB Summarize What’s next? What are students taking away from the discussion? How does this align with our goals? Math Vision Project

10 Unit Planning and Launch, Explore, Summarize
Consider your weekly PLCs as a place for your teachers to really “explore” this lesson model. They could collaboratively plan the lessons and then reflect on the effectiveness of the lesson afterward. Big Idea – Grain size of assessment analysis is at the end of the unit of instruction VA – Talk through the points on side

11 Discuss – Line Up As an administrator, how can you support your staff as they hone their skills with the Launch, Explore, Summarize model? Where does Direct Instruction fit within this Launch, Explore, Summarize model? When might be an appropriate time for a teacher to do a straight Direct Instruction lesson rather than a Launch, Explore, Summarize lesson? Which engagement structures would really support each phase of the lesson? VA – Facilitate SB chart during debrief of each question Question 1 – Release time for grade levels to do lesson studies, time during PLC to collaboratively plan, demonstrations from the coaches, agenda topic at staff meetings Question 2 – CFUs, concept development, TAPPLE, fits during the launch and during the summarize, APK in the launch, Closure during the summarize Question 3 – Tape Model, Area Model, fluency with algorithm when the standard calls for that Question 4 – Open-ended

12 Let’s Try One… Overheard in the ER as the sirens blare:
“Oh my, look at this next one. He’s completely burned from head to toe.” “Not a problem, just order up 1000 square inches of skin from the graft bank.” You have two possible responses: “Oh, good – that will be enough.” OR “Oh, Bummer – we’re in trouble!”

13 Launch, Explore, Summarize
Which response, “Oh, Good!” or “Oh, Bummer!” is more appropriate? (Instinctual Response) Explain your thinking to your team. Assuming you are the patient, how much skin would you hope they ordered up? Work with your group and show how you arrived at your answer and be prepared to defend it to the class. Have them do the summary portion, and stand up to share how they solved it (We’ll set a timer during the explore. We’ll walk around with a note pad to select three different ways to share. Before moving on, ask, “Was your mathematical thinking expanded? Was the problem engaging? Did you enjoy working in a group on the problem? Did someone in your group have a way of approaching the problem that expanded your thinking?

14 Red Light, Yellow Light, Green Light
Red Light – One thing you commit to stop doing Yellow Light – One thing you need to continue doing Green Light – One Action/goal that’s new that you want to do between now and December

15 What does it look like when an adult has gaps in their mathematical understanding?
Jenga Tower


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