Digging into the Instructional Design Laura Maly Bernard Rahming Cynthia Cuellar Rodriguez MTL Session, September 20, 2011

Learning Intentions We are learning to better understand the characteristics of each of the components of the Instructional Design as it applies to a mathematical task.

Success Criteria We will know we are successful when we can articulate how the characteristics of each component of the instructional design are demonstrated in a math lesson.

Shift in How We Instruct Teacher instructs students in a concept or skill Teacher solves example problems with the class Student practice on their own while the teacher assists individual student Teacher introduces problem Students struggle with the problem Various students present ideas or solutions to the class The class discusses the various solution methods The teacher summarizes the class’ conclusion The students practice similar problems The students practice their new understanding in a new context Accessible Mathematics: 10 Instructional Shifts That Raise Student Achievement, S. Leinwand, 2009

Expert Groups Goals: Use the resources you have to become Experts in the characteristics of your component of the instructional design CMSP Instructional Design handout Implementing and Teaching Guide page Create a display to help others better understand the characteristics of your component of the Instructional Design Grouping Strategy

Displays What does your component of the Instructional Design Look Like Sound Like Feel Like from the perspective of a teacher, a student and others? What are some possible challenges? What are some possible moves to overcome those challenges?

Jigsaw Groups Goal: As your rotate through the Gallery Walk, the Experts will help to add to our understanding of the characteristics of each of the components of the Instructional Design Grouping Strategy

Debriefing Our Gallery Walk CMSP Instructional Design Launch: Elicit and Engage To capture student’s attention To activate prior knowledge To connect to past math experiences Explore: Explore Students become actively involved with the problem Students look for pattern and investigate different strategies Summarize: Explain and Elaborate Lock in learning To articulate math ideas To have students compare and contrast ideas and strategies Apply: Evaluate and Extend To extend the use of skills and concepts learned To make connections to other learning To practice what students learned in a new context

Problem-centered teaching opens the mathematics classroom to exploring, conjecturing, reasoning, and communicating. Lappan, Fey, et al., 2006

Several Hats As you engage in the math lesson, what characteristics of each of the components were evident?

Debriefing the Lesson In your jigsaw group Discuss what characteristics of each of the components of the Instructional Design were evident in the fraction lesson Be prepared to share out your group’s highlights

CMSP Instructional Design Launch: Elicit and Engage Characteristics include: Capturing the learner’s attention Activating prior knowledge Stimulate thinking Connects to past math experience Feels comfortable to the teacher!

More Examples As a jigsaw group, Develop an alternate Launch for the fraction lesson. What possible challenges might you see with the Launch for this lesson? How might you prepare yourself to overcome those challenges?

The (LESA) model is very different from the “transmission” model in which teachers tell students facts and demonstrate procedures and then students memorize the facts and practice the procedures. Lappan, Fey, et al., 2006

Additional Resource Use the handout provided to focus your attention on various aspects of the resource. Reflect on each section and how this might connect to your work as a MTL. Record your notes in the space provided. We will use the completed templates in next week’s MTL training.

Reflection Question As you reflect on the support you are providing your schools, how might you support teachers to develop a deeper understanding of the CMSP Instructional Design?