Building Students’ Deep Understanding through a Common Core-Aligned Unit Session 1 – Setting the Stage Session 2 – Rigorous Tasks as Unit Drivers Session 3 – Planning with the Instructional Shifts in Mind Session 4 – Supporting the Instructional Shifts through Mathematical Talk Session 5: Bringing it all Together Watch video of classroom practice and analyze teacher moves and student knowledge and skills Determine next steps for unit outline Reflect on own practice in the context of course learnings Create an action plan for building school-wide capacity 1

2 Building Students’ Deep Understanding through a Common Core-Aligned Unit Session 5: Bringing it all Together 1.Session Introduction 2.Activity: Analyzing Classroom Practice through Video 3.Revisiting the Unit Outline 4.Review the Citywide Instructional Expectations for Activity: Creating an Action Plan 6.Course Reflection

ACTIVITY: ANALYZING CLASSROOM PRACTICE THROUGH VIDEO 3

Analyzing the Classroom Discussion What moves did the teacher make in the video that encouraged mathematical talk in the classroom? What opportunities did you see in the video for the teacher to further develop students’ mathematical thinking? To what extent did the teaching in this video reflect the strong practice you described in your notes about Danielson competencies 3b and 3d? What support would improve this practice? How is this example of mathematical talk preparing students to meet the expectations of the CCLS? 4

Student Thinking Based on the video, what gaps are there between what students know and are able to do and the expectations of the CCLS? 5

Characteristics of Effective Feedback Specific and evidence-based: >Gives facts, low-inference evidence >Detailed narrative not necessary >Analysis and interpretation justified by evidence and aligned to the rubric Selective: >Prioritizes 1-2 most important practices that will improve student learning Actionable: >Identifies clear actions that can be taken in the next 2 weeks that will help teacher improve >Next steps should be developmental and specific Timely and time-bound: >Gives feedback within 48 hours of observation >Follow-up in a set timeframe Degree of importance >Communicates level of concern For more information on effective feedback, keyword search “Providing Teacher Feedback” in the Learning Opportunities tab of ARIS Learn.

REVISITING THE UNIT OUTLINE 7

Guiding Questions When would you teach this unit? What units will come before and after? How will those units support or build off of this one? What are your next steps in developing this unit? Who would you want to share this with and why? 8

REVIEWING THE CITYWIDE INSTRUCTIONAL EXPECTATIONS FOR

Building Students’ Deep Understanding through a Common Core-Aligned Unit Course Goals: Participants will complete this course with A revised unit outline that it is Common Core-aligned, coherent, and rigorous Experience planning and teaching a lesson that incorporates opportunities for mathematical talk 10

Course Objectives Session 1 – Setting the Stage Reflect on planning and pedagogical practices in context of the CCLS instructional shifts in mathematics Use a protocol to analyze the alignment of a unit’s culminating task with the targeted standards of the unit Session 2 – Rigorous Tasks as Unit Drivers Evaluate and adjust the rigor of unit’s culminating task Study instructional tasks to understand how they align to and build toward the unit’s culminating task Session 3 – Planning with the Instructional Shifts in Mind Study the elements of a Common Core-aligned lesson plan Create or revise a lesson plan for an instructional task 11

Course Objectives Session 4 – Supporting the Instructional Shifts through Mathematical Talk Participate in a text-based discussion about mathematical talk and analyze a video of mathematical talk in action Plan for incorporating mathematical talk into an upcoming lesson Session 5: Bringing it all Together Watch video of classroom practice and analyze teacher moves and student knowledge and skills Determine next steps for unit outline Reflect on own practice in the context of course learnings Create an action plan for building school-wide capacity 12

Reflecting on the Citywide Instructional Expectations How do you see the expectations supporting schools’ transition to the CCLS? What questions do you have about the Citywide Instructional Expectations? 13

CREATING AN ACTION PLAN 14