LESSON PLANNING WITH RIGOR AND ENGAGEMENT…

WITHOUT EXEMPLAR LESSONS

Paula Hagan

Instructional Coordinator, Northside Elementary

You know your teaching is effective when your students learn!

EFFECTIVE TEACHING…

“Too often, unfortunately, the teacher is the most active person in the classroom, while the students are passive….many students come to school to watch their teachers work. That is not learning!”-Rigor and Relevance Handbook

The sins of traditional lesson planning…

• “hands-on without being minds-on” – engaging experiences that lead only accidentally, if at all, to insight or achievement.

UNDERSTANDING BY DESIGN

• “Coverage” – students march through a textbook, page by page … in a valiant attempt to traverse all the factual material within a prescribed time.

Three Stages of Backward Design:

• Identify desired results

• Determine acceptable evidence

• Plan learning experiences and instruction

UNDERSTANDING BY DESIGN

Backward design template• Stage 1- Desired Results

• Established goals• Understandings• Essential questions• Students will know…

Students will be able to…• Stage 2- Assessment

Evidence• Performance Tasks • Other evidence

• Stage 3- Learning Plans• Learning activities

UNDERSTANDING BY DESIGN

RIGOR AND RELEVANCE

Curriculum Planning Steps:1- Define instructional unit and make curriculum connections2- Identify related standards and priorities3- List expected levels of student knowledge and performance using Rigor/Relevance Framework4- Identify student work for students to meet expected skills and knowledge5- Define required content knowledge6- List essential questions/concepts7- Design assessment and instruction together

PLANNING WORKSHEET

I will model how to plan with the planning worksheet I’ve adapted from Rigor and Relevance and Understanding By Design…

Using the IFD for 3rd grade math, Unit 3: Addition and Subtraction Operations

F O C U S : W H A T I S T H E F O C U S O F T H E I N S T R U C T I O N A L U N I T ( D I S C I P L I N E ( S ) , T O P I C ,

A R E A , T H E M E , S E T T I N G , O R T I M E ) ?

The student expectations bundled in this unit address the use of addition and subtraction in various problem situations including finding the value of a collection of bills and coins, interpreting bar graphs and finding the perimeter of a figure.

WHAT ARE THE RELATED TEKS AND INSTRUCTIONAL PRIORITIES?

3.1C determine the value of a collection of coins and bills

3.3A model addition and subtraction using pictures, words, and numbers

3.3B Select addition or subtraction and use the operation to solve problems involving whole numbers through 999

3.5A Round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations

3.5B Use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems

3.11B Use standard units to find the perimeter of a shape

3.13B Interpret information from bar graphs

W H A T A R E S T U D E N T S E X P E C T E D T O K N O W A N D B E A B L E T O D O A N D A T W H A T L E V E L S ?

( P E R F O R M A N C E I N D I C A T O R S O N T H E I F D )

Performance Indicator Summary:

What do the students need to know?

 Estimate and calculate the solutions to whole number addition and/or subtraction real-life problem situations (examples provided)

 Estimation, addition, subtraction, real-life problem solving -bar graphs-perimeter of a shape-coins and bills-numbers up to 999-round to nearest 10 or 100 to estimate solutions / check reasonableness 

 Use a graphic organizer for each problem to record: (1) the estimation strategy, (2) the actual solution, (3) a sketch of the solution strategy or model, and (4) a written justification of the reasonableness of the solution.

 Estimation strategies, solution strategies (with sketches), written justification 

See specificity!!!  

Students will be able to solve real-life addition and subtraction problems by estimating, finding the actual solution, drawing the solution strategy, and writing a justification for the answer.

A S S E S S M E N T: W H AT W O R K W I L L Y O U E X P E C T O F S T U D E N T S A N D U S E T O

M E A S U R E A C H I E V E M E N T ?

Key Vocabulary:

Bar graph – a graph with horizontal or vertical bars that represents categorical data

Interval – the set of all numbers between two given numbers

Perimeter – the distance around the outer edge of a figure

Scale – an arrangement of numbers at regular intervals

CONTENT: WHAT CONTENT WILL STUDENTS NEED?

How can we combine these skills?

Which skills will we need to spend more/less time on?

How do you know what problem-solving strategy to try?

Why did you choose that operation?

How can you prove your answer is reasonable?

E S S E N T I A L Q U E S T I O N S : W H A T P R O V O C A T I V E Q U E S T I O N S W I L L F O S T E R I N Q U I R Y,

U N D E R S T A N D I N G , A N D T R A N S F E R L E A R N I N G ?

Daily word problems• Rotate between +/- word

problems using bar graph, perimeter, coins and bills

• Use estimation each time• Show strategies (draw) /

• Drawing a picture• Looking for a pattern• Making a table• Working a simpler

problem• Working backwards

L E A R N I N G A C T I V I T I E S : W H A T L E A R N I N G E X P E R I E N C E S A N D I N S T R U C T I O N W I L L E N A B L E

S T U D E N T S T O A C H I E V E T H E D E S I R E D R E S U LT S ?

Day 1, 2, 3- bar graph problems (practice +,- estimation skills)

Day 4, 5, 6- perimeter problems (practice +,- estimation skills)

Day 7, 8, 9- coins and bills problem (practice +,- estimation skills)

Day 10, 11- performance indicator problems

Engage: Real-world problem situation (not written down – acted out or shown)

Explore: work together (model how) to estimate, find the actual solution, draw the solution strategy

SAMPLE DAY:

Explain: Students verbalize the mathematical thinking, and justify the answer (verbal, then written)

Evaluate: Students complete similar word problem(s) to check for understanding (not too many – 2 or 3)

Extend: Set up centers to practice addition/subtraction skills and work in a small group with those who struggled at the independent word problems portion

Teach the depth of the specificity – don’t skim the content

• Teach all problem solving strategies

Plan for the depth your students need

HOW DO I MAKE MY LESSONS RIGOROUS?

Connect everything to real world problem situations

• Use newspaper or menus to create a problem situation that the class needs to solve

Make learning relevant and important

• Create problem situations that students can relate to

• Math is all around us!

HOW DO I MAKE MY LESSONS ENGAGING?

Summarize the content that needs to be covered

Find ways to connect the TEKS and teach the depth of the specificity

Start with the end result and make a plan to get there

SO WHAT DO WE DO???

We will work in small groups to plan for ELAR

Each group will take one portion of ELAR (word study, shared reading, independent reading, writing)

YOUR TURN…

Complete the worksheet for the whole unit

Share what you came up with