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A Story of Units

A Story of Units. Application and Concept Development in Practice. Session Objectives. Revisit Module 1 in order to further examine the lesson components of Application Problems and Concept Development in preparation to:

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A Story of Units

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  1. A Story of Units Application and Concept Development in Practice

  2. Session Objectives • Revisit Module 1 in order to further examine the lesson components of Application Problems and Concept Development in preparation to: • Model, teach, and practice the instructional routines that will support implementation of A Story of Units. • Differentiate according to the needs of diverse learners and varied student populations in any given district, school, or classroom.

  3. AGENDA Implementation of Application Problems and Concept Development Modeling and Practice Differentiation in Application Problems and Concept Development Reflection on Preparation and Implementation

  4. Application Problems and Concept Development • From our previous sessions, what do you recall about the role of Application Problems and Concept Development in A Story of Units?

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

  6. 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.

  7. Application Problems and Concept Development: Getting Started • Ah-has! • I can use the application problem in my morning meeting. • I can link the application problems to the end of the lesson. • The Concept Development moves from simple to complex.

  8. Application Problems and Concept Development: Getting Started • What solutions can you implement in order to overcome anticipated obstacles? • Modifications • Adaptations

  9. AGENDA Implementation of Application Problems and Concept Development Modeling and Practice Differentiation in Application Problems and Concept Development Reflection on Preparation and Implementation

  10. Modeling and Practice: Application Problems • Ben has a rectangular area 9 meters long and 6 meters wide. He wants a fence that will go around it as well as grass sod to cover it. How many meters of fence will he need? How many square meters of grass sod will he need to cover the entire area?

  11. Modeling and Practice: Application Problems • With a partner, choose another Lesson 1 from the set provided and consider the instructional choices you might make. • Role play an introduction to the Application Problem based on the lesson you selected.

  12. Modeling and Practice: Concept Development • Grade 4 Lesson 1

  13. Modeling and Practice: Concept Development • With a partner, examine the remaining portion of the Concept Development. • What choices will you make as you introduce students to A Story of Units?

  14. Reflection • What have you learned by modeling and practice of the Application Problem and Concept Development?

  15. Key Points • Successful implementation of both Application Problems and Concept Development in A Story of Units requires the support of well-established instructional routines. • Carefully introducing students to tools and strategies such as the RDW process at the beginning of the school year is an investment in their success throughout the year.

  16. AGENDA Implementation of Application Problems and Concept Development Modeling and Practice Differentiation in Application Problems and Concept Development Reflection on Preparation and Implementation

  17. Differentiation in Application Problems and Concept Development • Multiple means of representation: Use manipulatives • Multiple means of action and expression or engagement: Allow students to write their answer in Problem 1 if unable to communicate in words. • Multiple means of engagement: Create a cheer to repeat the mathematical equation elicited in each Problem.

  18. Differentiation in Application Problems and Concept Development • Chose from the set of Lesson 1 materials provided. With your table, discuss how you might adapt the Application Problem or Concept Development. • Develop your own sample dialogue for either the Application Problem or Concept Development, keeping in mind the needs of a specific student population.

  19. Differentiation in Application Problems and Concept Development • What did you learn about differentiating these lesson components?

  20. Key Points • Multiple means of representation, action and expression, and engagementwill support the wide variety of learners in our classrooms and enhance their ability to develop and apply procedural skills and conceptual understanding. • As with all the lesson components, teachers should make instructional choices that are best suited to the needs of the learners they serve, using sample vignettes and suggested tools as models rather than mandates.

  21. Reflection on Preparation and Implementation • Take 2 minutes to reflect on what you have learned about using Application Problems and Concept Development to meet the needs of the diverse learners that you serve. • How will you use what you have learned today as you prepare to implement A Story of Units?

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