What did you learn from UDL guidelines What did you learn from UDL guidelines? Put simply, how might you characterize UDL from this handout? Put your answer on the chart paper. Year 3: Day 3

What’s golden? Year 3: Day 3

Agenda Introductions and Norms Morning Jumpstart: What’s my rule? Activity – Algeblocks: Working at your own pace Lesson Reflection: Reflecting on SMCs and SMPs Lesson Study lesson planning Lunch Launch after Lunch: What’s my rule? PSM – Evaluation from Year 2 Activity – Toothpick bridges 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: What’s my rule? Jonathan leads 20 minutes. Uses geogebra or desmos.

Activity: Algeblocks Once funds have been provided from ODE, we will purchase a set of algeblocks for each teacher (or pair of teachers). Those materials will be sent to your building and they are yours, not school district property. Today’s activities introduce you to the manipulatives, much in the same way your students might experience them. 1.5 hours.

Activity: Algeblocks In this activity, you will work at your own pace (with a partner) on a series of tasks meant to develop your knowledge of algeblocks. Respond to the prompts for each lesson. Respond to the provided questions after completing all activities for each chapter. Take time to reflect on how use of these manipulatives, over a yearlong experience, might deepen students’ understanding of structure and algebra. 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. We will explore this more deeply later today. Jonathan leads. About 1 hour.

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 September 13 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, September 9. 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 What’s my rule? (Using dynagraphs) Geogebra or sketchpad.

PSM – Evaluation Year 2 Review

Investigating the bridges (Nolan, Dixon, Roy, & Andreasen, 2016) Activity Investigating the bridges (Nolan, Dixon, Roy, & Andreasen, 2016)

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? Jonathan leads. About 1 hour.

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 September 13 at Glenwood MS. Travel safely!