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LESSON-DESIGN ELEMENTS THAT REFLECT THE COLLEGE-AND CAREER- READY STANDARDS FOR MATHEMATICS AND THE STANDARDS FOR MATHEMATICAL PRACTICE. CCRS IMPLEMENTATION TEAM MEETING 2 – SESSION 2

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LESSON STUDY What is a lesson study? Professional Development process that allows teachers to systematically examine their practice to become more effective.

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DR. TOMMY BICE ON THE 5 ABSOLUTES OF EDUCATION IN ALABAMA

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# 1 - The ESSENTIAL Question Decide --what is the BIG idea. DETERMINING THE UNIT OF STUDY

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LESSONS K-2 – Building Sets of Ten Patten Block Fractions

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# 2-STANDARDS Select the standards from our Alabama College and Career Standards for Mathematics; (In order to accomplish this, you will need to identify standards or potential standards from each grade level in your grade band)

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Domain Cluster Standards Content strand across grades: Ex. Number and Operations in Base Ten Big Idea that groups together a set of related standards. Statements that define what students should understand and be able to do at a grade level.

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ALABAMA CCRS ALABAMA INSIGHT TOOL COLLEGE-AND CAREER-READY STANDARDS FOR MATHEMATICS UNPACKED

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# 3- CONTENT What do the students need to know? Consider the NOUNS in the standards. They will inform the tasks

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# 4- SKILLS What do students need to be able to do? Consider the VERBS in the standards. They will inform the rigor of the task. How will it be measured? In what way will students be engaged?

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Gifted/Talented Students with Disabilities, English Language Learners, Students with 504 Plans Utilize resources (e.g., Alabama Curriculum Guides) for students not performing at grade level. INCLUDE ALL STUDENTS IN INSTRUCTIONAL DECISIONS

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Alabama Curriculum Guides

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ALABAMA CURRICULUM GUIDES Designed for students who are not performing at grade level Include objectives that are prerequisite to the standard and/or break the standard down into smaller instructional units.

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ALABAMA CURRICULUM GUIDES Prepare students for study of the grade- level standards Allow students to work at individual ability levels Allow teachers to address the achievement gap

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To access Alabama Curriculum Guides: Click on Curriculum ALABAMA CURRICULUM GUIDES

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# 5- ASSESSMENT (Pre-Assess First) Ask students what they already know about the topic/concept that is to be taught. Start with the end in mind. Formative assessment –during instruction (RtI) What is the evidence of learning?

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NOW THAT YOU KNOW THE PIECES

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Practice Standards: HOW the students are learning 1 st Half Content Standards: WHAT the students are learning 2 nd Half N OW THAT WE VE I DENTIFIED THE W HAT, L ET S LOOK AT THE H OW.

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CCRS MATHEMATICAL PRACTICES LESSON-PLANNING TOOL Describes the intent of the mathematical practice and how it relates to the learning target. Identifies teacher actions that facilitate the mathematical practice. Determines evidence that students are demonstrating the mathematical practice.

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LETS TAKE A LOOK AT YOUR LESSON. As you evaluate your lesson, reflect on the following: How does your lesson target grade level mathematics standards and how were the standard identified? What is the intent of selected standard(s) for mathematical practice and how does the practice relate to the learning target? How does your lesson present a balance of mathematical procedures and deeper conceptual understanding of mathematical ideas and concepts? What changes /additions or deletions would you make based on your learning today?

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NEXT STEPS Before the next quarterly meeting: Teach your lesson Collect evidence of student learning (student work, videos, charts) Share this learning experience with your colleagues

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REFLECTION How can you use this information (exemplary math lessons and lesson study) with other teachers in your district to improve student learning in mathematics? What further resources/training would you need to help teachers understand the process of developing math lessons that promote college and career readiness? (e.g., rubrics, selecting math tasks, writing lesson plans, standards for mathematics practice)

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