S.P.A.C.E.S.

Jennifer Campbell – Instructional Math Coach

Dr. William Kinard III – Instructional Math Coach

Specializing in Pedagogy And Content for Education

in Secondary Schools

iZone High School Team

MATH Lesson Study

Winter District Learning Day

Mitchell High School

8:00 AM – 12:00 PM

AGENDA

➢ Introduce and Explain the Lesson Plan Template (30 min.)

➢ Review Research Lesson Plans & Resources (60 min.)

➢ Break (10 min.)

➢ Plan the Lesson to be videotaped (90 min)

➢ Survey (5 min.)

Lesson Plan Template

Lesson Plan Template

Components of Lesson Plan

TN Academic Standard

• Domain

• Cluster

• Standard

• Scope & Clarifications

Prerequisite

Knowledge/Skills

• In what ways does the

task build on students’

previous knowledge?

• What definitions,

concepts, or ideas do

students need to know in

order to begin to master

learning goal(s)?

Components of Lesson Plan

Materials

• Materials and/or

technology needed

include resources used

by both teacher and

student, including books,

handouts, paper and

pencils, art supplies,

presentations, and so on.

Accommodations

• Differentiated Strategies

• List ways in which you

have made

accommodations for

Special Needs Students

and Advanced Students

in this lesson plan.

Learning Goals & Performance Goals

Learning Goals

Conceptual

What will the student

know as a result of this

lesson?

Performance Goals

Procedural

What will the student be

able to do to ensure that

the learning goal is

mastered?

Task/Activity

Bell Work

•Bell work/Do now to connect previous learning to what

will be learned in this lesson

Introduction

•How will you introduce students to the lesson?

•How will you “catch” the students’ attention?

•Why are they learning the content for this lesson?

•How is this lesson connected to the previous lesson

taught (transition of learning as a connection from the

previously taught lesson)?

Task/Activity (continued)

•What is the task/activity (guided practice, independent

practice, assessment, etc.) that students will be working

on throughout this lesson?

•What are your strategies for small group discussions?

•How will you check for understanding?

•What are the various ways (multiple representations)

that students might work through the task/activity?

Misconceptions

•What are the misconceptions that students may have

around this lesson/concept?

•How do you plan to address these misconceptions?

Assessing & Advancing Questions

•What will you ask to begin discussion of the math?

•What questions will you give students to support

productive struggle?

•What questions will you ask to focus their thinking?

•What questions will you ask to assess students’

understanding of key mathematical ideas, problem

solving strategies, or their representations?

•What questions will you ask to advance students’

understanding of the mathematical ideas?

Whole Group Discussion

• What questions will you ask to encourage students to share

their thinking with others or to assess their understanding of

their peers’ ideas?

• How will you select and sequence who will present their

mathematical ideas, reasoning, and explanation?

• Which representations and solution paths do you want to

have shared during the discussion in order to accomplish the

goals for the lesson?

• Which will be shared first, second, etc.? Why?

• In what ways will the order of the solution paths helps

students make connections between the strategies and

mathematical ideas?

Closure

Closure should help students summarize the content

and reinforce the important aspects of the lesson.

Review of Resources

•Each person share components of their

researched lessons they think gets to the

heart of the standard

•One person charts all of the components

given

Select promising components

•The group discusses the pros and cons of

the components

•The group decides on the components the

lesson needs to have

•The charter stars the selected components

Standards

Algebra 1

S.ID. 2. Use statistics appropriate to the shape of the data distribution to

compare center (median, mean) and spread (interquartile range, standard

deviation) of two or more different data sets.

Algebra 2

S.ID. 4. Use the mean and standard deviation of a data set to fit it to a

normal distribution and to estimate population percentages. Recognize that

there are data sets for which such a procedure is not appropriate. Use

calculators, spreadsheets, and tables to estimate areas under the normal

curve.

Geometry

G.SRT. 8. Use trigonometric ratios and the Pythagorean Theorem to solve

right triangles in applied problems.

Plan in depth lesson for one day of the week

What type of learning will we

hone in on?

• Specific Foci for Math and Science

• Integration of all Foci- ELA: Text, Talk, &

Task

• Content

• Pedagogy

Type of data we will collect:

• Teacher Actions

•Student Actions

– Questions

– Answers

– Explanations

– Misconceptions

– Student work

Timeline

2/10/17

• Review the researched lessons

• Select promising components

• Sketch a week of lessons

• Plan in depth for one day within the week

2/20/17 • Video recording by this date- share link with teachers

3/2/17 Observe lesson and analyze student work

Submit notes by this date

3/7/17 • Come together to discuss observations, student work, and revise

the lesson in the Collaborative

4/13/17 • Everyone teaches the revised lesson

• Submit student work

4/18/17 • Come together to reflect on the process, results, and learning

Questions?

SURVEY