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Lesson Design: An Overview of Key Tools for Flexible Math Instruction

Lesson Design: An Overview of Key Tools for Flexible Math Instruction. Think about Ms. Christiansen—the teacher in the video. What helps a teacher plan for and facilitate this kind of lesson?. Key Themes. Multiplicity and Flexibility. Multiplicity.

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Lesson Design: An Overview of Key Tools for Flexible Math Instruction

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  1. Lesson Design: An Overview of Key Tools for Flexible Math Instruction Think about Ms. Christiansen—the teacher in the video. What helps a teacher plan for and facilitate this kind of lesson?

  2. Key Themes Multiplicity and Flexibility

  3. Multiplicity • “Multiplicity” has to do with having knowledge of a variety of teaching and learning topics: • curriculum, • instructional models, • lesson types, • engaging learners, • assessment strategies, • representing mathematical ideas, . . .

  4. Flexibility • Flexibility has to do with the ability to use the knowledge of techniques, strategies, and ways of thinking in ways to provide several avenues of access to learning or a special approach that improves access for everyone.

  5. Considerations for Designing Lessons • Basic Principles and Best Practices • Tools for Flexible Math Instruction • Types of Math Lessons • “Layers” of Planning

  6. Basic Principles • Begin with Concrete Representation • Develop Understanding • Encourage Communication • Make Connections • Take Time to Motivate Children • Provide Opportunities for (Meaningful) Practice

  7. Student-Centered Experiential Holistic Authentic Expressive Reflective Social Collaborative Democratic Cognitive Developmental Constructivist Challenging Best Practice: Interlocking Ideas

  8. Tools for Flexible Math Instruction • Multiple Means of Engagement • Multiple Means of Representation • Multiple Means of Communication • Multiple Means of Assessment

  9. Multiple Means of Engagement • Such as:

  10. Multiple Means of Representation • Such as:

  11. Multiple Means of Communication • Such as:

  12. Multiple Means of Assessment • Such as:

  13. Types of Math Lessons • Before Teachers begin planning for lessons, they must know what “type” of lesson they will be teaching. • The type of lesson influences many decisions a teacher makes in planning for teaching: • The instructional model that guides the lesson • The type of mathematical task • Mathematical representations of ideas • Grouping • Assessment

  14. Introductory Lesson: The first time a concept, skill, procedure has been taught.

  15. Maintenance/Extension Lesson: A continuation or practice of a previous lesson’s concept, skill, or procedure—perhaps taking it to a deeper level or making connections.

  16. Review Lesson: A concept/skill/procedure that was taught previously, but the students need to revisit.

  17. “Layers” of Planning • Planning for the Year • Planning for the Term • Planning of a Unit • Planning for the Week • Planning for the Day

  18. Planning for the Year Tasks • What is the purpose of the class? Do you need to write a course description? • What are the main teaching units within the curriculum for the grade level or course? • What guides the curriculum? [school, district, or state curriculum guides; department?] • Approximately when will you teach each unit? • How do you plan to determine end-of-term student grades? Useful Resources:

  19. Planning for a Term Tasks • Given the main teaching units for the year, what units will be focused on during each marking term? • How much time will each unit need? • Will some units cross disciplines or involve team teaching? • Will any special activities be part of certain units—guest speakers, field trips? • What do students already know? • What school activities might impact the amount of time you have for each term? Useful Resources:

  20. Planning for a Unit Tasks • What are the overarching learning goals for the unit (the “big ideas”)? • What are the specific student-centered objectives that define and clarify each learning goal? • What else would students like to learn or know? • What task ideas does the textbook offer related to each learning goal/objective? • Do you have task ideas for each of the unit objectives you identified? • What is a tentative sequence of the tasks ? • What assessment strategies will be important for monitoring student progress and informing your teaching? (formative assessment) • What ideas do you have for assessing cumulative student progress towards the learning goals for the unit? (summative assessment) Useful Resources:

  21. Planning for the Week The weekly planning could be considered a “thumb-nail” sketch of lessons for the week. Tasks • How will you organize your plan book? • What activities do you know must be scheduled around within the week? [such as SEP’s, unit test, field trip in another class, fire drills, . . . ] Useful Resources:

  22. Activity Title Grade Level Core Standard and Objective Specific Lesson Objective Intended Learning Outcomes Lesson Type Instructional Model Connections Key Terms/Symbols Key Questions Materials Warm-Up Invitation to Learn Instructional Procedures Adaptations and Differentiation Assessment Closure Planning the Day’s Lesson: Components to Consider

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