A story of units
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A Story of Units. Module Focus- Grade 2. 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

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A story of units

A Story of Units

Module Focus- Grade 2


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


Review of module structure

Review of Module Structure


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


    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 10-20 minutes of the lesson.

    • The Read, Draw, Write (RDW) process is modeled and encouraged through daily problem solving.


    Lesson study application problems1

    Lesson Study: Application Problems

    • Jared’s parents want to buy him a new bed, but they are not sure if it is short enough to fit against his bedroom wall. Jared only has his dad’s construction boot and a popsicle stick as measurement tools. Which measurement strategy would you suggest to Jared? (Students turn and talk to their partner and discuss the mark and move forward strategy.)

    • Can Jared figure out if the new bed will fit in his bedroom? How do you know? Use numbers, pictures, or words to explain your thinking.

    • Extension: Which tool would you use to measure, the popsicle stick or the construction boot? Why?


    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 development1

    Lesson Study: Concept Development


    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


    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.


    Balanced rigorous instruction

    Balanced, Rigorous Instruction


    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

    • Modules 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

    • Intentional Decisions and Purposeful Language

    • Simple to Complex

    • Concrete to Abstract

    • Focus on Conceptual Understanding


    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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