What’s golden? Year 3: Day 6

Agenda Introductions and Norms Morning Jumpstart: Guess Who – celebrity edition! Activity 1: Desmos (Match my line) Break Activity 2: Desmos (Marble Slide) Lesson Study lesson planning Lunch Launch after Lunch: Desmos (Card Sort) Lesson Reflection: Reflecting on SMCs and SMPs Daily Evaluation

Evolving Norms for this PD We will be ready for class and use our class time effectively. We will keep our focus on learning and use technology for personal reasons during breaks. We will be respectful of each other’s time and space and work efficiently. We will actively participate by (a) listening to each other, (b) giving others our attention, (c) not speaking when someone else is talking, and (d) regularly sharing our ideas in class. If we disagree with someone or are unclear, we will ask a question about his or her idea and describe why we disagree or are confused. We will ask questions when we do not understand something. We will comment on others’ ideas rather than the person.

Evolving Norms for this PD We will take advantage of opportunities to share ideas and gather feedback through presentations. We will encourage one another to share ideas. We will show our appreciation to one another for their ideas. If we disagree with someone or are unclear about their ideas related to mathematics content and pedagogy, we will ask a question about his or her idea and describe why we disagree or are confused. We will ask questions when we do not understand something about mathematics content and pedagogy. We will comment on others’ ideas about mathematics content and pedagogy rather than the person.

Evolving Norms for this PD We will always look for another approach to solve problems. We will use pictures, graphs, tables, symbols, numbers, manipulatives, and/or words to assist us while doing mathematics. We will persist with every problem and examine it from multiple perspectives. We will be mathematically precise whenever possible. We will explain and justify our ideas in a way that everyone can understand. We will engage in rough-draft talk and encourage others to do so as well.

Morning Jumpstart: Guess Who – celebrity edition! Spartansrock16! Jonathan leads 20 minutes. Uses geogebra or desmos.

Activity: Match My Line Please go online and enter the following link into your web browser: http://student.desmos.com When prompted, enter class code: ZMHYR You should work independently, conferring in pairs as needed. 1.5 hours.

Activity: Match My Line Please go online and enter the following link into your web browser: http://student.desmos.com When prompted, enter class code: APEJR You should work independently, conferring in pairs as needed. 1.5 hours.

Reflecting on SMCs and SMPs Share across your table with different SMPs and SMCs addressed by today’s activities. Be purposeful indicating what specific behaviors or habits led you to conclude that you engaged in a specific SMP. Similarly, what did the instructor(s) do to encourage/foster/facilitate that SMP? In what ways could we UDL this lesson? UDL = Universal Design for Learning. Group Discussion Questions (in addition to Content and Practice Standards) What prior knowledge should students have prior to participating in this lesson?   In what areas would your students excel in this activity? In what areas would your students struggle in this activity? How can the activity be modified to accommodate the struggling student? In what ways would it make more sense to use paper/pencil or chalkboard techniques be better than using Desmos? In what ways would it make more sense to use Desmos (instead of paper/pencil or chalkboard techniques)?

Lesson Study: Goals Overarching goal: Immediate goals: To collaborate in ways that help us improve our mathematics teaching and learning and reflect upon those actions. Immediate goals: Each group will design, enact, reflect upon, and improve one mathematics lesson per semester. This lesson will be taught twice during one day by the same instructor. This is a learning process for everyone: the instructional team, you, and your lesson study group. Be patient, flexible, and open to trying something new.

Lesson Study Planning Work in lesson study teams to plan a lesson for our January 10 session. Think about: What Expressions and Equations (EE) content standards will be the focus? What SMPs will be the focus of the lesson? What TTLP questions will you focus on? Your group members should agree on 2-3 questions from each part that you will address in this lesson. How will students be assessed? (This doesn’t have to be formal!) Three classrooms. About 1 hour.

Lesson Study: Expectations Lessons should provide outlets for co-teaching and offer rich learning opportunities for ALL learners. The focal task should be a problem, not an exercise that is immediately solved with a previously learned strategy. The problem ought to be complex, open, and have realistic elements. The goal is to promote problem solving, not efficiency with a known procedure. You have approximately 45 minutes for your lesson. Ideas for promoting mathematical student-teacher and student-student discourse should be evident in the lesson. Questions prompting mathematical discussions, including eliciting misconceptions, must be present. Students should be doing mathematics beyond calculating and executing a known (previously learned) procedure.

Lesson Study: Action Plan Frame your lesson using the research question in mind: “How does this lesson support students’ content learning through engagement in the mathematical practices?“ Your lesson study group should agree on at least two questions from each part that you will addressed in this lesson. Note: Your final lesson must be uploaded to the website (or sent to Jessica (jbelche@bgsu.edu) by 11:59pm on Friday, December 16. Lesson should be easy to follow and implement. It should be obvious what TTLP indicators were selected and how evidence related to them will be gathered. This must be found in the lesson.

Lunch

Launch after Lunch Please go online and enter the following link into your web browser: http://student.desmos.com When prompted, enter class code: 5KA68 You should work independently, conferring in pairs as needed. 1.5 hours.

Lesson Study: Goals Overarching goal: Immediate goals: To collaborate in ways that help us improve our mathematics teaching and learning and reflect upon those actions. Immediate goals: Each group will design, enact, reflect upon, and improve one mathematics lesson per semester. This lesson will be taught twice during one day by the same instructor. This is a learning process for everyone: the instructional team, you, and your lesson study group. Be patient, flexible, and open to trying something new.

Lesson Study Planning Work in lesson study teams to plan a lesson for our January 10 session. Think about: What Expressions and Equations (EE) content standards will be the focus? What SMPs will be the focus of the lesson? What TTLP questions will you focus on? Your group members should agree on 2-3 questions from each part that you will address in this lesson. How will students be assessed? (This doesn’t have to be formal!) Three classrooms. About 1 hour.

Lesson Study: Expectations Lessons should provide outlets for co-teaching and offer rich learning opportunities for ALL learners. The focal task should be a problem, not an exercise that is immediately solved with a previously learned strategy. The problem ought to be complex, open, and have realistic elements. The goal is to promote problem solving, not efficiency with a known procedure. You have approximately 45 minutes for your lesson. Ideas for promoting mathematical student-teacher and student-student discourse should be evident in the lesson. Questions prompting mathematical discussions, including eliciting misconceptions, must be present. Students should be doing mathematics beyond calculating and executing a known (previously learned) procedure.

Lesson Study: Action Plan Frame your lesson using the research question in mind: “How does this lesson support students’ content learning through engagement in the mathematical practices?“ Your lesson study group should agree on at least two questions from each part that you will addressed in this lesson. Note: Your final lesson must be uploaded to the website (or sent to Jessica (jbelche@bgsu.edu) by 11:59pm on Friday, December 16. Lesson should be easy to follow and implement. It should be obvious what TTLP indicators were selected and how evidence related to them will be gathered. This must be found in the lesson.

Take Care Please complete the exit ticket and place it on the parking lot. Please help us keep the room in order by throwing away any trash and tidying your area. Bring snacks, drinks, and/or other food to share for Lesson study! See you January 10 at Sidney Middle School. Travel safely!