Intentional Planning Outcome 6Plan each chapter using the opening teacher notes |
Intentional Planning Outcome 7Plan for intentional use of instructional strategies that support status and equity |
Intentional Planning Outcome 8Incorporate multiple modes of instruction to support all learners |
Intentional Planning Outcome 9Utilize the Implementation Progress Tool to reflect on student learning and instructional strategies |
IREThe most common type of teacher to student discourse is IRE. The teacher Initiates a question, the student Responds, and the teacher Evaluates the response. This type of discourse is the most widely used discourse technique but valuable only in a limited number of situations such as T: "Can someone tell me when the test is" S: "Tuesday" T: "Correct". However, in most cases IRE is not very effective at getting students to think or for that matter motivating them to try. There is too much risk and it gives failure a bad rap. In addition, it positions the teacher as the only one in the room that can be correct. Talk Moves are a better choice. |
JigsawMode of Instruction: Teamwork Purpose: Build understanding of information Objective: To promote reasoning about a mathematical concept, team members share responsibility for learning different parts of a concept. Each member teaches other members about that part. Each team member becomes an expert for one part of a topic or concept. Large reading assignments are broken into four parts, and each member of the team receives one part of the reading. Use Numbered Heads to assign a number to each team member. Team Member (1) learns about one part and prepares to share that learning. Team Members (2), (3), and (4) repeat this same process. Jigsaw (Four Corners) - (Jigsaw variation) Each team member becomes an expert for one part of the material presented. Each team member reports to the corner assigned, reads the assigned part, discusses with other students in that corner, decides on an explanation, and returns to the original team. Team members then take turns sharing with their team. Each team member is assigned a different part of a topic or concept. Team member (1) learns about the topic or concept. Team member (1) presents the information to the team. Team Members (2), (3), and (4) repeat this same process. |
Lack of Mathematical ConfidenceA student who lacks the ability to produce the desired result or perceives they lack the ability to do so, will be less likely to try when failure is certain.
Does the student have a fixed mindset or in rare cases a significant learning disability? Are there a variety of opportunities and methods for students to demonstrate their mathematical understanding? |
Lack of MotivationStudents may appear to be unmotivated when they have several root causes of unproductive struggle. Additionally, a student’s priorities may lead to lack of motivation in class. Supporting Questions to Ask: What matters to this student? Is there a way to relate the problem to something he or she cares about, or allow them to use their talent/interest in a way that benefits the team? |
Learning GoalsLearning Goals specify the learning that is intended for a lesson. Learning goals are usually restricted to a single lesson and may refer to understanding (i.e. a portion of the Lesson Objective), knowledge, skills, or applications. They may also reference a process for doing math such as the Standards for Math Practice, or behaviors such as modeling quality collaboration. These goals may use words such as know, develop, become fluent, apply, understand, use, or extend. They are often accompanied by success criteria. They can also be identified by their function: concept goals, process goals, or product goals. |
Learning Log
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