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A Story of Units. Module Focus. Session Objectives. Identify key components of the module structure and of each lesson within A Story of Units .

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a story of units

A Story of Units

Module Focus

session objectives
Session Objectives
  • Identify key components of the module structure and of each lesson within A Story of Units.
  • Articulate the instructional focus of Module 1, thereby preparing participants to teach and/or prepare their colleagues to teach this module.
  • Examine lesson components including Fluency Practice, Application Problems, Concept Development with Problem Sets, and Student Debrief with Exit Tickets.
agenda
AGENDA
  • Review of Module Structure
  • Examination of Module Overview, Assessments, and Topic Openers
  • Lesson Study
  • Coherence Across the Module
agenda1
AGENDA
  • Review of Module Structure
  • Examination of Module Overview, Assessments, and Topic Openers
  • Lesson Study
  • Coherence Across the Module
module overview
Module Overview
  • Read the descriptive narrative.
  • Make note of important information that will help educators understand the content and prepare to implement this module.
module overview1
Module Overview
  • How does this Module compare to your past experiences with this content?
  • How does each component of the Module Overview prepare you to implement this material in your classroom?
  • Turn and talk with others at your table about your observations.
module assessments
Module Assessments
  • Take 5 minutes to work on the designated Assessment.
  • How does this task measure the skills and understanding that are addressed in this module?
topic openers
Topic Openers
  • Read the descriptive narrative.
  • Make note of important information that will help educators implement these lessons.
topic openers1
Topic Openers
  • How does each topic contribute to the overall instructional goal of the module?
  • How are the Topic Openers useful as a planning tool?
  • What is the relationship between the Topic Opener and the other components of the module?
agenda2
AGENDA
  • Review of Module Structure
  • Examination of Module Overview, Assessments, and Topic Openers
  • Lesson Study
  • Coherence Across the Module
lesson study
Lesson Study
  • Examine the development and function of each lesson component.
        • Fluency Practice
        • Application Problems
        • Concept Development
        • Student Debrief
  • How do the lesson components work together to achieve rigor and lead toward the culminating assessment?
lesson study fluency practice
Lesson Study: Fluency Practice
  • Daily, substantial, sustained, and supported by the lesson structure
  • 10-20 minutes of easy-to-administer activities
  • Energetic activities that allow students to see measureable progress
  • Promotes automaticity – allows students to reserve their cognitive energy for higher-level thinking
  • Support conceptual understanding and application as well as the mathematical practices
lesson study fluency practice1
Lesson Study: Fluency Practice
  • Fluency activities serve a variety of purposes:
      • Maintenance: Staying sharp on previously learned skills
      • Preparation: Targeted practice for the current lesson
      • Anticipation: Building skills to prepare students for the in-depth work of future lessons
  • In fluency work, all students are actively engaged with familiar content. This provides a daily opportunity for continuous improvement and individual success.
lesson study fluency practice2
Lesson Study: Fluency Practice

Slam: Partners to 6

lesson study fluency practice3
Lesson Study: Fluency Practice
  • In what skills should students be fluent in order to achieve success in this module?
  • At your table, examine the Fluency Practices in this lesson, considering their specific function within the lesson.
lesson study application problems
Lesson Study: Application Problems
  • Application involves using relevant conceptual understandings and appropriate strategies even when not prompted to do so.
  • Time allotted to application varies, but is commonly 5 – 10 minutes of the lesson in this Grade 1 Module 1.
  • The Read, Draw, Write (RDW) process is modeled and encouraged through daily problem solving.
lesson study application problems1
Lesson Study: Application Problems
  • Tanya has 7 books on her shelf. She borrowed some books from the library and now there are 9 books on her shelf. How many books did she get at the library?
  • Explain your thinking in pictures, words, or with a number sentence. Draw a box around themystery number in your number sentence.
lesson study concept development
Lesson Study: Concept Development
  • Constitutes the major portion of instruction and generally comprises at least 20 minutes of the total lesson time. 
  • Builds toward new learning through intentional sequencing within the lesson and across the module.
  • Often utilizes the deliberate progression from concrete to pictorial to abstract, whichcompliments and supports an increasingly complex understanding of concepts.
  • Accompanied by thoughtfully sequenced problem sets and reproducible student sheets.
lesson study concept development2
Lesson Study: Concept Development
  • Complete the problem set.
  • What do you notice about the sequence of problems?
lesson study student debrief
Lesson Study: Student Debrief
  • Were some problems faster to solve than others? Why? Share an example.
  • Look at your application problem. How can you use 5-group cards to solve this problem?
lesson study student debrief1
Lesson Study: Student Debrief
  • Includes sample dialogue or suggested lists of questions to invite the reflection and active processing of the totality of the lesson experience.
  • Encourages students to articulate the focus of the lesson and the learning that has occurred.
  • Promotes mathematical conversation with and among students.
  • Allows student work to be shared and analyzed.
  • Closes the lesson with daily informal assessment known as Exit Tickets.
biggest takeaways
Biggest Takeaways
  • How does this lesson compare to your past experiences with mathematics instruction?
  • Turn and talk with a partner at your table about your biggest takeaways from this session.
key points
Key Points
  • Module Overviews and Topic Openers provide essential information about the instructional path of the module and are key tools in planning for successful implementation.
  • Each of the lesson components are necessary in order to achieve balanced, rigorous instruction and to bring the Standards to life.
  • The Exit Ticket is an essential piece of the Student Debrief and provides daily formative assessment.
  • Opportunities to nurture the Standards for Mathematical Practice are embedded throughout the lesson.
agenda3
AGENDA
  • Review of Module Structure
  • Examination of Module Overview, Assessments, and Topic Openers
  • Lesson Study
  • Coherence Across the Module
progression study
Progression Study
  • Read the selected portion of the Progression.
  • Highlight the information relevant to the content of this module.
progression study1
Progression Study
  • How does this module implement the expectations described in the Progression?
coherence within the module
Coherence Within the Module
  • Analyze the progression of each lesson component across the sample of lessons provided.
    • What does the sequence of Fluency Practicesaccomplish as a whole?
    • How does the sequence of Application Problems connect to topic/module?
    • How does the sequence of Concept Development and Student Debrief build toward mastery of the topic/module?
coherence within the module1
Coherence Within the Module
  • Analyze the progression of each lesson component across the sample of lessons provided.
    • What does the sequence of Fluency Practicesaccomplish as a whole?
    • How does the sequence of Application Problems connect to topic/module?
    • How does the sequence of Concept Development and Student Debrief build toward mastery of the topic/module?
coherence within the module2
Coherence Within the Module
  • Analyze the selected Problem Sets.
    • In what ways were the writers intentional in the design of this Problem Set?
    • How do the Problem Sets build toward the Assessment?
coherence within the module3
Coherence Within the Module
  • Analyze the selected Problem Sets.
    • In what ways were the writers intentional in the design of this Problem Set?
    • How do the Problem Sets build toward the Assessment?
biggest takeaways1
Biggest Takeaways
  • Turn and talk with a partner at your table about your biggest takeaways from this session.
key points1
Key Points
  • The Operations and Algebraic Thinking Progression guides the work of Grade 1 Module 1.
  • Similar to the progression document, the sequence of lessons guide students through the independent application of increasingly complex strategy use.
  • Across the module, each component moves from simple to complex, and from concrete, pictorial to abstract.
next steps
Next Steps
  • How can you transfer what you know about the structure of a module and its key components to next steps in the planning process?
  • What is your plan for sharing this module with other administrators/teachers?
  • What is your plan for redelivery of this session?
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