Instructional Design and Lesson Planning MTL Meeting February 8th & 10th, 2011 Bring: -Table folders w/handouts -2 Chart papers (learning intention and success criteria) -C. Danielson book to hold up, slide 6 quote Day 1: Room 205G Bernard & Rosann; Connie & Pandora ; Bernard & Rosann . Day 2: Rm G Connie & Pandora; Rm B Bernard & Rosann; Rm C Connie & Pandora Hank is on whichever team/day he is available. 8:00-9:15 9:25-10:40 10:50-12:05 GOAL: END ON TIME Rosann Hollinger Pandora Bedford Bernard Rahming Connie Laughlin Hank Kepner Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

January 2011 Professional Practice Share at your table: Give a brief overview of your students’ discourse in response to the feedback. 5 minutes Take a minute per person to share at your table. Set the stage quickly as to the task and the feedback. The important part is the students’ discourse in response to the feedback. No whole group share. Circulate/listen in. January’s homework for Feb: Give feedback on a task, group students based on feedback, and listen to their discourse! Come prepared to share your experiences in February. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Learning Intention We Are Learning To deepen our understanding of instructional design and the connections to the lesson planning process. 1 minute to read slides 4 and 5 Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Success Criteria Articulate the connections between the We will know we are successful when we can … Articulate the connections between the instructional design and the lesson planning process Incorporate questions, talk formats and talk moves into the lesson Remember: Talk formats are: whole class discussion, small group discussion, and partner talk Talk moves are: restate, revoice, reason, add on, and wait time At the heart of using productive talk in instruction are the questions we pose. Our questions are the catalyst for students’ thinking and talking. (from Ch. 9 in the discourse book) Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Planning a Lesson Think: Reflect about the planning process that occurs prior to teaching a lesson/task. Pair: Share with a partner your planning process prior to teaching a Lesson/task Share: As a table group, discuss the commonalities/ differences 5 minutes total This is an instructional strategy that is our literacy connection written up on the bright green handout from 7:45. Think: 1 min Pair: 2 min Share at table: 2 min No whole group share Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Implications for Planning “It is difficult to overstate the importance of planning.  In fact, one could go further and argue that a teacher’s role is not so much to teach as it is to arrange for learning.” 1 minute Read quote/hold up book “arrange for learning”…. Design a lesson…. Danielson, C., (2007). Enhancing Professional Practice: A Framework for Teaching, 2nd edition ASCD (Page 27 ) Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Instructional Design? 1 minute When you think of instructional design, what comes to mind? Take ONE MINUTE TO JOT DOWN SOME IDEAS (individually) Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Instructional Design: Part 1 Launch To capture the learner’s attention To activate prior knowledge To stimulate, not stymie, thinking 4 minutes for Slides 9-12 Note: Let them know they don’t have to take notes as they’ll soon receive this information. READ SLIDE ONLY/comment briefly on each point. 1 minute for this slide! Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Instructional Design: Part 2 Explore To become actively involved with the problem, skill, or concept To look for patterns and investigate different strategies To record and organize the work and thinking that is done READ SLIDE ONLY/comment briefly on each point. 1 minute for this slide! Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Instructional Design: Part 3 Summarize To lock in the learning To articulate mathematical ideas and vocabulary from the lesson To have students compare and contrast ideas and strategies READ SLIDE ONLY/comment briefly on each point. 1 minute for this slide! Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Instructional Design: Part 4 Apply To practice what students learned To extend the use of skills and concepts learned To make connections to other learning READ SLIDE ONLY/comment briefly on each point. 1 minute for this slide! Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Mathematics Instructional Design Template -Draft! 3 minutes In your table folders, you will find copies of a new Instructional Design Template. Explore the template for a minute, individually, quietly, looking for what’s new and what’s not. Note this is in “draft form” for this week’s MTL meetings! The plan is to gather feedback before it goes into the CMSP! The top row is the almost the same as found in WALT’s 1st column. And the questions from WALT’s 2nd and 3rd columns are embedded in this new template. What’s been added? (anticipated, instructional design components, talk formats, talk moves, reflections) We already have a revision noted from Tuesday’s group: add a cell for the content std (CCSS in the future) Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

A. The person walked uphill, then on a flat surface, then downhill. The graph shown below represents a person’s round trip walk to a store starting from home. Which of the following best describes the 45 minute trip? A. The person walked uphill, then on a flat surface, then downhill. B. The person walked toward the store, stopped, then walked back home. C. The person walked uphill, stopped, then walked downhill back home. 1 minute Remember this task from last month? We looked at students’ work and wrote descriptive feedback. You have decided that your students would benefit from another lesson on interpreting graphs because so many thought of this as a hill; they didn’t respond to the relationship between time and distance. So what ARE the questions and moves that you will make as a teacher to push student understanding of the relationship between the variables? Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

10 minutes Teachers work to solve the problem individually and then share solutions at table. NO WHOLE GROUP SHARE. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Mathematics Instructional Design Template -Draft! We are going to have you do some planning using this template and the parking lot problem. 10 min or more if time allows Directions: We will assign each table a “section” of the Template to work on. Your group will chart your section and present. 1 table for big math ideas:Kevin suggested this group look in their binder (CCSS) and check out the “CLUSTER language”; look for Std 8F5 to get the cluster. 1 table for Std for math practice 1 table do learning intentions and s.c. 1 table does the anticipated misconceptions/struggles and strategies that address the misconceptions. 1 table does the LAUNCH 1 table does the EXPLORE 1 table does the SUMMARIZE 1 table does the APPLY NOTE: EACH ROOM ON THURSDAY THAT THIS IS PRESENTED IN (REMEMBER WE MOVE, NOT THEM) MAY HAVE A DIFFERENT NUMBER OF TABLES. so if there aren’t 8 tables…. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Table Presentations Discuss the Mathematical Instructional Design section assigned to your table. 15 min Groups are presenting their section which has been put on chart paper. Encourage the other participants to take notes as groups present. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

1 minute So let’s look for the FAP in the Instructional Design of a lesson. FAP 1: Big math ideas are … FAP 2: Learning intention FAP 3: Success Criteria FAP 4: Standards (Focus on Practice now and later Content Std) FAP 5: Anticipated Misconception section FAP 6: Planned questions for EXPLORE, SUMMARIZE, APPLY FAP 7 and FAP 8: feedback… help to set up groups and discourse (teacher to student; student to student) during EXPLORE

Learning Intention We Are Learning To deepen our understanding of instructional design and the connections to the lesson planning process. 1 minute for slides 20-21. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Success Criteria Articulate the connections between the We will know we are successful when we can … Articulate the connections between the instructional design and the lesson planning process Incorporate questions and talk formats/moves into the lesson Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Feedback Questions How does writing questions for each part of the instructional design help you prepare a thoughtful well designed lesson? Which part of the instructional design do you need to spend more time developing? 4-5 min On the back, we invite you give us descriptive feedback on this first version of the template! Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Professional Practice Identify one part of the Instructional Design on which you will focus on in the next month. Come prepared with specific examples of your professional practice around this identified part. 1 min We may be posting the prof practices from Leadership and Assessment on the Listserv tomorrow. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation