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Power of a Pre-Conference: Planning the Lesson with the

Goal in Mind Coaching Session #2 – AACPS Middle School Math

By: LeAnn Nickelsen, M. Ed. Author & School Improvement Coach

www.maximizelearninginc.com lnickelsen@comcast.net Twitter - @lnickelsen1

Jim Knight’s 3-Step Cycle: Focus on “Improve”

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Biography Page: LeAnn Nickelsen, M.Ed.

LeAnn M. Nickelsen, educator for over 20 years, is delivering several presentations nationally on brain

research topics, differentiation, reading and vocabulary strategies, nutrition affecting cognition, all based on

the latest research. She is known for delivering a wealth of information in an active, fun format with very

specific, practical classroom examples. Participants walk out with many ideas and a passion for maximizing

learning for all students!

In addition to her trainings, LeAnn also models lessons within the classroom. She works with teachers one-

on-one and in small groups to help them achieve their educational goals. She is a parent of school-age twins

and applies the research to the hardest jobs out there, parenting and teaching.

Qualifications

Certified Brain Research Trainer (Jensen Learning) Masters in Educational Administration, University of North Texas Several years teaching in the classroom in Kansas, Texas, & Ohio Member of: National Staff Development Council; Association of Supervision and Curriculum Development Teacher of the Year in Grapevine-Colleyville, TX Co-Author with Eric Jensen – 1.) Bringing the Common Core to Life in K-8: 30 Strategies to Build Literacy Skills

(Solution Tree, 2014) 2.) Deeper Learning: 7 Powerful Strategies for In-Depth and Longer-Lasting Learning (Corwin Press, 2008)

Co-Author with Linda Allen - Making Words Their Own (Crystal Springs, 2008) Co-Author of Differentiating by Readiness (Eye on Education, 2010) Author of the following teacher resource books published by Scholastic, Inc.: *Quick Activities to Build a Very Voluminous Vocabulary (1998)

*Teaching Elaboration & Word Choice (2001)

*Comprehension-Building Activities for Reading in Social Studies & Science (2003)

*Four book Mini-Comprehension Reading series: Inferences & Cause/Effect; Sequencing & Context Clues; Point

of View & Fact/Opinion, Main Idea & Summarizing (2004)

*Memorizing Strategies & Other Brain-Based Activities (2004)

Presentation Topics 1. Differentiation: Building Success for All, Grades K-12 2. Engage with the Common Core State Standards, K-12 3. Diving Into Deeper Learning, Grades 4-12 4. Teaching With Poverty in Mind, Grades K-12 5. SavvyVocab: Making Words Their Own, Grades K-12 6. Differentiating Classrooms: The Tiered Approach, Grades K-12 7. Assessment Over- Easy Please, Grades K-12 8. Super Highway: Understanding the Adolescent Brain, Grades 6-12 9. Make Processing A Priority: Differentiated Ways to Process Information, Grades K-12 10. Differentiating Classrooms: Problem-Based Learning, Grades 5-12 11. Got Memory Rules? Grades K-12 12. Brain-Smart Foods that Maximize Learning, Grades K-12, PARENTS 13. Breaking the Content-Area Reading Code for Successful Comprehension, Grades 4-8 14. The Lesson Plan Lifesaver (Brain-Based and Highly Differentiated), Grades K-12 15. Right Words = Write Well (Word Choice), Grades 4-8 16. Calming the Raging Storms of Stress, Grades K-12, PARENTS 17. Raising Resilient Children, Grades K-12, PARENTS 18. Low Prep or High Prep Differentiated Strategies: You Choose! Grades K-12 19. Successful Summarizing Strategies, Grades 4-12 20. Bump Up the Questioning, Grades 4-8

Keynotes: Maximizing the Mind, DARE to Engage the Brain,

Journey Towards Differentiation, What Matters the Most?

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The Learning Targets for the Day:

“I Can” Learning Target Not

There

Yet

Still

Practicing

Got It! Comments

12:00-12:30

1. We will review, refresh, and reconnect with

any information from the last workshop about

the framework of coaching.

12:30 – 1:30

2. We will explore the components of a successful

pre-conference so that the lesson aligns more

to best practices, the T & L Cycle, and the

teacher’s goal.

1:30 – 2:30

3. We will learn how the teacher’s goal, the pre-

conference effects, and the data collection

form for the classroom visit must be connected

to one another.

**Role-Playing – LeAnn & Maureen

2:30 – 3:30

4. We will create a list of pre-conference

questions and data collection forms for our

teachers’ goals. Use new book: Mathematics

Coaching

Potential Comments - I Need More Practice or Not There Yet Stems: I don’t understand how to…

I don’t understand the word…

I don’t understand how ____________ is related to _________________.

I don’t understand how ____________ caused __________________________________.

My question is…

I need you to show me…

I need more practice with…

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Magic Letter, Magic Word Review

1. Jim Knight’s Coaching Cycle has three steps. The I____________ step involves

the coach and teacher collaborating to set a goal and selecting a teaching

strategy to try to meet the goal. The second step is to L______________ all

about the goal and strategy (watch others use it, research it, read a book about

it, attend a PD on it, plan a lesson with it, etc.). The third step is to

I________________ and grow towards accomplishing the goal through formal

coaching.

2. Formal coaching has a 3-step cycle too (Improve Step in the above Knight Cycle).

To improve and grow toward our goal, we will plan and implement a p___-

_____________________, classroom v_________, and a p____-

______________. These steps help us grow toward our goal and of course, raise

student achievement.

3. A quote we explored: Without a clear job description that is understood by

a_________________, coaches and t______________ alike, instructional

coaching can easily become d________________ and build more

r_________________ to change.” (Pete Hall and Alisa Simeral)

4. The goals that we create should be SMART! They should be s___________,

m___________________, a________-oriented, r________________ and

t________.

5. As coaches, we should remain in the G_____________ C____________ Z______

unless invited into the other zones (Y_______________ or B_______________)

6. T_______ is the foundation of any relationship. Take the time to build

c______________ g_______________ and t_______ before starting the

coaching process. Continually do little acts of service to build on these

relationship-building concepts.

7. List three adjectives that describe the most effective coaches: (any)

8. BONUS: Create your own Magic Letter, Magic Word sentence about our Session

#1 (look through your notes):

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7 Little Tidbits About Coaching Talk

1. When coaching toward a goal (Identify Step), ask the teacher to complete this

sentence stem: “If I learn about or get better at ______________________, then

my students will be able to _______________________________.” If the goal

has several strategies within it, create a timeline of when to try the strategies.

2. Make it a habit to ask the little question: “What else?” Or “Tell me more,” after

a teacher shares ideas within the lesson that you are curious to know more

about.

3. Don’t be afraid to pause after asking a powerful question. Did you know that

the length of a pause indicates the power of the question asked? Create

strategic pauses – even if you are uncomfortable. “10 Second Wait Rule”

4. When people talk about concepts or ideas that they are excited about, their

voices get louder and their faces become more full of expression. When this

happens with the teacher, make sure to point it out by saying: “I just noticed

that you are very excited about this idea!” We can call this: Energy Feedback.

5. If you want to remain in the Green Zone and feel uncomfortable with a question

that the teacher asked you, you could ask him/her to identify 3 experts he/she

could talk to and get 5 insights and share the next time you both meet. 3/5

6. Quantify the Challenges: Ask the teacher to rate the idea or lesson component

on a scale from 1-5 to gauge motivation, quality, purpose, passion, etc. Some

great follow-up questions could be: What would it take to make that a 3-4? Or

even a perfect 5?

7. End pre-conferences and post-conferences with: What were the MVPIs from

this conversation? Most Valuable Pieces of Information? It helps to end the

coaching on a high note.

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The Instructional Coaching Cycle

Resource: Three Steps to Great Coaching (Jim Knight, et al)

1. IDENTIFY – The coach and teacher collaborate to set a goal and select a teaching strategy to try

to meet the goal.

The coach helps the teacher get a clear picture of reality because many people don’t have the

correct perception of where they really are with their effectiveness. Coaches can help with

this process by video-taping the instruction and creating questions to help the teacher

determine what to improve through little goal setting. Other data that can be collected:

teacher self-assessment, student work, observation, and formal and informal evaluation

results.

The coach and teacher identify a change that the teacher would like to see in student

achievement, behavior, or attitude.

Next, they develop a measurable student goal that will show that the “hoped-for” change has

occurred.

Coaching questions to help guide teachers to set powerful goals:

o On a scale of 1-10, how close was the lesson to your ideal?

o What would have to change to make the lesson closer to a 10?

o What would your students be doing? Saying?

o What would that look like?

o How would we measure that?

1. Identify

2. Learn3.

Improve

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o Do you want that to be your goal?

o Would it really matter to you if you hit that goal?

o What teaching strategy will you try to hit that goal?

Once a measurable goal has been established, the instructional coach and teacher choose a

strategy or a set of strategies to reach that goal. Coaches need to understand many high-yield

teaching strategies that address the concerns teachers identify.

Remember to create a SMART goal so that it can be measured in a certain period of time.

2. LEARN - Once teacher and coach set a goal and choose a teaching strategy, the teacher must

learn how to implement the strategy. For the coach, this means explaining and modeling teaching

strategies.

Instructional coaches need to explain the teaching strategies in precise, clear ways with

several examples. Coaches can be more explicit by using a checklist on how to implement the

strategies and sharing these checklists of efficiency, ensuring that each piece is understood

and can be implemented.

The coach should model the strategies and debrief with questions and answers about the

strategy’s effectiveness. Modeling can happen in the following ways: in the classroom with

students; in the classroom with no students; co-teaching; and visiting other teachers’

classrooms; watching videos and then debriefing.

If the goal is not being met by using the strategies, then both of you need to revisit the

checklist to see what needs to be modified.

3. IMPROVE - Instructional coaches monitor how teachers implement the chosen teaching strategy

and whether students meet the goal.

Coaches can accomplish this by video recording classes (and other pieces of data) and sharing

this video with collaborating teachers so they can assess for themselves how they

implemented the new teaching strategies and whether students have hit the identified goals.

Next, coach and teacher get together to discuss how effective the strategy was implemented.

Some questions to ask about the strategies are:

o What are you pleased about?

o Did you hit the goal?

o If you hit the goal, do you want to identify another goal, take a break, or keep refining

the current new practice?

o If you did not hit the goal, do you want to stick with the chosen practice or try a new

one?

o If you stick with the chosen practice, how will you modify it to increase its impact?

o If you choose another practice, what will it be?

o What are your next actions? Do you want to revise the goal or create a new one?

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Checklist for the Coach: Instructional Coaching Checklist

Coaching Behavior Discussion/Observation Notes

Step 1: Identify

1. Teacher gets a clear picture of current reality by watching a video of the lesson or by reviewing observation data.

2. Coach asks the “identify questions” with the teacher to identify a goal.

3. Teacher identifies a student-focused goal.

4. Teacher identifies a teaching strategy to use to hit the goal.

Step 2: Learn

1. Coach shares a checklist for the chosen teaching strategy.

2. Coach prompts the teacher to modify the practice if he or she wishes.

3. Teacher chooses an approach to modeling that he/she would like to observe and identifies a time to watch modeling.

4. Coach provides modeling in one or more formats.

5. Teacher sets a time to implement the practice.

Step 3: Improve

1. Teacher implements the practice.

2. Data is gathered on student progress toward the goal.

3. Data is gathered on teacher’s implementation of the practice.

4. Coach and teacher meet to discuss implementation and progress toward the goal.

5. Teacher makes modifications until the goal is met.

6. Coach asks “improvement questions” such as: Did you hit the goal? Yes - I want to continue to refine the use of the practice or choose a new goal. No – I want to revisit how you teach with the new practice, I want to choose a new strategy, or I just need more practice with this strategy.

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Coaching Light vs. Coaching Heavy By: Joellen Killion, Learning Forward

Coaching Light Coaching Heavy

Explained Focused on the teaching rather than

student learning.

Value the support more than

producing results.

Teacher creates a focus for the

observation without referencing

anything other than his/her

preference.

Focused on substantive, weighty, and valued

content; robustly engaging in improving

instruction for high student achievement.

**More substantive conversations about

student learning increase trust.

Based on data and students achieving better

because of the goal. Power Goal

Feedback General feedback about the lesson

and teaching practices.

Authentic feedback supported by evidence

about student learning.

Who

Participates

Voluntary coaching – only those who

request it.

Everyone needs to grow. Expectation is for

everyone to continuously improve with specific

feedback and support from the coach.

Focus Teacher creates a focus for the

observation without referencing

anything other than his/her

preference.

Coach accepts anything that teacher

wants to improve. (whether is needed

or not, etc.)

Pursuing areas of interest grounded in

little more than preference.

Coach makes the teacher feel

supported

The focus or goal is created based on: content

of professional learning in district, school’s

specific improvement goals, teacher’s own

performance improvement goals, student

learning goals in his/her classroom, district

initiatives, SOL-based, etc.

The coach probes to determine if it’s a

powerful goal for student achievement.

Pursuing areas to develop and using

professional expertise of educators to deepen

the body of knowledge about the field of

teaching.

Coach emphasizes the teacher developing

expertise.

How a Pre-

Conference

or Planning

Session

might start

“What instructional and learning

strategies do you recommend for

addressing these ideas?”

“What does research tell us are the most

appropriate approaches to address these

particular content outcomes and the needs of

our learners?”

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How a Post-

Conference

might begin

“So how do you think it went from

your perspective?”

“Let’s review the focus for our work together

and the reasons for selecting it. Let’s also

review the data from the classroom visit.”

Data Only a teacher self-assessment tool

based on perceptions or opinions

Data-driven assessment based on student

learning (classroom visit), variety of other tools

to determine if goal is being met and student

achievement has improved.

Strategy

Focus

Focus on implementing a strategy a

coach gave to him/her

Focus on a deep understanding of theory and

research underlying strategies to ensure

he/she is a “consciously competent teacher”

Notes:

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Pre-Conference

Purpose

Details

How

Best Questions

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Pre-Conference “SparkNotes”:

Everything You Need to Know to Have an Excellent Pre-Conference Designed by LeAnn Nickelsen (Resources referred to: Jim Knight, Pam Robbins)

1. A pre-conference is the first step in a formal coaching setting that helps a teacher

grow. After a great pre-conference, the coach will observe the lesson that was just

explained and collect the data that the teacher/coach concluded during the pre-

conference. Then a post-conference is held in order to discuss the data from the

observation. Feedback is gleaned from this post-conference on goal attainment

and student achievement. The next steps lead to another pre-conference with the

same focus or a different focus. The focus comes from the goal that the teacher

and coach created before the whole formal coaching process.

2. The goals or purposes of an excellent pre-conference are:

To continue to build trust, understanding and rapport with one another –

and to have fun!

To promote teacher self-monitoring, self-analysis, and reflection about the

lesson that will be observed

To help the teacher make decisions about the lesson to improve it. This

pre-conference should grow the teacher and improve the lesson.

To gather information about the standard, learning outcome/target,

criteria for success, and assessment – what student success of the learning

outcome will look like and sound like

To collect information about the desired teaching behaviors from the

teachers and students

To determine the best strategies to use to help students attain the

learning outcome/target

To determine which students might need extra support through

differentiated strategies

To discuss any teacher concerns, challenges or questions

To have another set of eyes and perspective on goal progress

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To determine the role of the coach during the lesson in the classroom visit

To clarify the classroom visit focus and data-collection form to use during

visit

To summarize the whole lesson and data-collection process – no

surprises!

To determine the date, time of the visit and the post-conference details.

3. Some possible supplies or materials needed for the pre-conference might be:

Teacher’s Goal Sheet

Teacher should bring a lesson plan prepared that reflects what the lesson will

look like and sound like during the classroom visit (2 copies – one for teacher;

one for coach). Use the district template or one that was created by you both to

encourage a certain type of planning to get the high student achievement and

teacher goal attained.

Teacher - Possible supplies or materials that the teacher wants to share with

coach (manipulatives, books, templates, reproducibles, student data, samples or

examples, etc.)

Coach’s Pre-Conference Questions and way to document some of the answers

Coach’s possible data-collection template or sketch

Coach – timer

4. A few little details:

A safe, positive environment so there are very few interruptions

Set a time limit and set a timer to show respect for each other’s time

(start with 10 minutes, and eventually you might get so involved it can go

for 15-20 minutes). First time performing a pre-conference, don’t set a

timer since you don’t know how long it could take for you to understand

the lesson.

Always start with a fun comment that helps connect you both and bring

about the “common ground” pieces.

Bring chocolate!!!!

Do not check texts or phones during the conference – in fact, put phone

away so it can’t disturb the conference in any way

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5. Creating questions for the pre-conference can be challenging because sometimes,

the best questions are those that are created on the spot in response to what the

teacher just said, but this takes time and practice to improve this skill. So, the first

couple of pre-conferences might be scripted and that is ok! There are some

categories of questions that you can frame your brain with before the conference:

a. Overview of the Lesson and Teacher’s Goal

b. CHESS: Possible Challenges, Hopes, Engagement tools, Strategies and

Student Needs

c. Classroom Visit Details

6. Potential Questions to Ask the Teachers (try for 2-3 questions in each

category)(These are just suggestions):

OVERVIEW OF LESSON and TEACHER’S GOAL

What are your goals for this lesson? Why did you choose this goal again – how will it improve student

achievement? How will this lesson help you reach those goals?

What will I be looking for during the lesson to see if you achieved your goal? Anything else that you

want feedback on?

What are the details of your lesson: Standard, Learning Outcome/Target, Criteria for Success,

Assessment, etc.?

Why did you choose this learning outcome/target? What student data did you use to help you create

this lesson?

What did you teach this group last lesson? What might you teach after this lesson? Where are you

within the unit?

How will you know the students experienced success in this lesson? What will be the evidence for

learning? How will that evidence drive your decisions during the lesson? Tomorrow?

Can you explain the sequence of your lesson? Are you using the gradual release of responsibility

during your lessons? (I Do, We Do, Two Do, You Do)

CHESS: Possible Challenges, Your Hopes for the Lesson, Engagement tools, Strategies you will

use, and Specific Student Needs

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What do you know about your students as strategic thinkers? How will this lesson help them reach

their goals?

How might they struggle during this lesson – what did the pre-assessment results show? What might

they struggle with (concept)? How will you respond or proactively teach based on this

understanding?

Which strategies have you intentionally planned in this lesson? What materials or manipulatives will

you need to help students reach the learning outcome?

Which students will need extra support in this lesson? Specialized Instruction? What special tools or

differentiated instruction did you plan for this lesson to meet their needs?

What might we expect to see? What do you hope we will see?

What concerns do you have right now about this lesson?

CLASSROOM VISIT DETAILS

What would you like for me to note or take data on during the lesson? What tools might be most

effective in gathering the data or evidence? Create the data collection form to make sure it’s

appropriate – no surprises.

Where would you like for me to observe? Sit at table, stand, walk around, ask students questions? What are you comfortable with me doing during the lesson? What can I do to help you prepare for this lesson? What changes do you plan to make within this lesson after this coaching session? Coach ends with a summary about the lesson overview, data-collection tool, time, place and schedules when the post-conference will take place (within 24 hours).

7. Coach’s Role for a Pre-Conference: To create reflective questions to guide the conversation; pausing and listening; paraphrasing; pressing for specificity with clarifying statements or questions. To clarify your role for the classroom visit. To ensure the teacher that this lesson will help him/her grow towards goal achievement and student achievement.

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8. Coach’s Decision-Making Chart for Asking Follow-Up Questions (By: Pam Robbins)

9. If the teacher’s answer is not “sufficient” (diagram above), then take action by paraphrasing, clarifying, probing, pressing, rephrasing, shifting the frame of reference, or with silence. Paraphrasing – restate in your own words what you just heard to verify you understood correctly. It’s a checking of understanding strategy. Clarifying – question or statement to determine if the communication was understood or misconceived. Pressing for Specificity – invites elaboration and more precise information and details. Rephrase your Question – you might get an answer that shocks you because the person misunderstood your question. Just rephrase. Reframing – shifts the point of reference to consider the question from a different perspective (EX: “I wish I could have used more technology in this lesson to engage the students more.” The coach could respond: “Has there been a time in the past in a different lesson when you used technology in that manner? If so, would any of those strategies work in this lesson?”) Silence or wait time – provides time for both people to think and respond better.

10. If either of you are anxious about the pre-conference, have the teacher complete

this form and bring it with him/her. Only discuss what he/she wrote on this form.

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Pre-Conference Preparation For Teacher (Optional) – More Support

Name: ________________________ Grade: _____ Date: _______ Think Through My Response

This lesson helps me to achieve my math instructional goal by…

I will know that my students have reached the learning outcome if they can do…

I have planned the following questions, activities, and groupings:

I have planned the following differentiated strategies/tools for the following students (data and reasons used):

I want my coach to ALSO focus on the following during the lesson…

Optional

Questions that I have about this lesson to ask coach…

Other:

My Lesson Plan template is attached

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Organization of the Physical Space and Purposeful Student Groups to Facilitate Learning:

Student Learning Outcome

I can statement:

Content Standard(s):

Practice Standard(s):

Vocabulary:

Materials/Resources/Technology:

Essential Understanding:

AACPS MS Math Lesson Plan Template

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Motivation/Warm Up:

Lesson Plan (Tasks, Problems, and Activities that Consistently Involve and Sustain Interest):

Tiered Questions to Monitor Student

Understanding:

Student Reflection Upon Learning:

Lesson Closure:

Evidence of Student Understanding (Check):

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EXAMPLE LESSON PLAN – AACPS Math 6 – Unit 4 - Discovering M.A.D.

Organization of the Physical Space and Purposeful Student Groups to Facilitate Learning:

The students will need to be arranged into groups of 4. Each student will be expected to pair up in order to complete

the tasks outlined in the lesson. In a group of 4 each pair will compare their work

Student Learning Outcome

I can statement:

o I can use precise words to describe variability within a data set. o I can calculate the mean.

o I can calculate the mean absolute deviation (MAD). o I can visualize the spread of data given the MAD.

Standard(s): 6.SP.B.5c - Summarize numerical data sets in relation to their context, such as by: Giving

quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall

pattern with reference to the context in which the data were gathered.

SMP 2: Reason abstractly and quantitatively.

Vocabulary:

Mean

Mean Absolute Deviation Measures of Spread Variability

Measures of Center

Materials/Resources/Technology:

Snap cubes

String Chart paper with number line Big dots

Calculator Ppt with animation showing the snap cubes and towers

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Essential Understanding:

Distributions describe variability in data. Numerical summaries of quantitative data are useful for measuring the amount of variability within a distribution.

Statistics can be used to compare two or more groups of data. The amount of separation between two or more

distributions is related to the amount of variability within them.

Motivation/Warm Up:

Image yourself as a general manager of a football team. You have the data showing the number of receiving

yards per game in a 16 game season for two players, Cris Carter and Vincent Jackson. When you average out their number of receiving yards per game they both average 59.4 yards. Discuss with your elbow partner how

you would go about deciding which player to draft.

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Lesson Plan (Tasks, Problems, and Activities that Consistently Involve and Sustain Interest):

Provide students with a bag of 54 colored snap cubes, a piece of string, dots, and poster paper with a number line on it.

Ask students to represent the data set {5, 4, 4, 7, 8, 9, 3, 7, and 7} using cubes to make “towers.”

Ask students to then place their towers on the chart paper with the number line. Not to lose the place of where the

towers are located on the graph, ask students to place a dot underneath their towers.

Discuss fair sharing from elementary school and then move into “leveling” of the towers. Discuss what this leveling

means. By making each “tower” equal, what measure of center are we finding? Students should recognize that they

are finding the average (mean) of the data set. Once the towers are all leveled, ask students to place the towers back

onto the dots (place holders).

Place the string vertically through the number on the number line that represents the mean height of the towers. Now

discuss that to determine how spread out the data is, we need to examine the distance away from this mean string line.

Have students write down the distance each tower is from the string line.

Add up all the distances from the string line. Now have students use their calculators to determine the average distance

each tower is from the string line.

Once they have calculated this average distance, connect what they just did to the Mean Absolute Deviation. The Mean

(AVERAGE) Absolute (positive distance) Deviation (away from the string line).

To highlight CRA – have students remove their towers and notice that what they have on their chart paper is a dot plot.

To reach the extent of this standards, students will need to be able to calculate the MAD from a data set displayed on a

dot plot.

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Tiered Questions to Monitor Student Understanding:

What does it mean when you level a data set? What are you finding?

Can you ever travel a negative distance? How does this

relate to absolute value? What does it mean when you deviate from your

homework? How does this relate to deviating from the mean?

The mean absolute deviation is a measure of variability

for a data set. What does a data distribution look like if its MAD equals zero?

What does data look like when it has a large MAD value? What does data look like when it has a very small MAD

value?

Student Reflection Upon Learning:

Ask students to use their I Can statements packet. Self-reflect on their understanding of the standard addressed in this lesson

[6.SP.B.5c] Ask students to think about additional real world

data where the measures of center (Mean) would be so similar that in order to understand the differences when comparing the data sets,

one would have to examine the measure of variability using MAD.

Lesson Closure:

In this lesson, we developed a way to measure the amount of variability in a data distribution.

The absolute deviation of a data point is how far away

that data point is from the mean. The mean absolute deviation (MAD) is computed by

finding the mean of the absolute deviations in the distribution.

The value of MAD is the average distance that all the

data values are from the mean. A small MAD indicates that the distribution has very little

variability.

A large MAD indicates that the data points are spread far away

from the mean.

Evidence of Student Understanding (Check):

Receiving Yards for Home Games Average

Michael 65 60 55 55 60 60 56 55 58.22

Ray 40 75 65 35 50 67 45 89 58.22

Have students summarize what they learned from

today’s lesson by justifying their choice of the two

football players by comparing the variability in their

data sets.

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Co-Teaching Instructional Design Tool (Adapted from Stetson & Associates)

Learning Outcome (What am I teaching?):

Evidence of Student Success (Observable/Measurable) – The product, the “show”, the assessment AND the Criteria for Success:

Pre-Assessment Tool/Information (What do the students know about this learning objective? Their interests? Motivators?)

As

Des

ign

ed

Instructional Strategies/Activities Grouping Assessment/Product

Whole

Group Individual Partner

Small

Group

Additional Instructional Decisions If needed, determine instructional supports for individual students.

Students who Require

Instructional Supports

Instructional

Accommodations?

Curricular

Modifications?

In-Class

Support?

Differentiated

Assessment?

Per IEP

()

1.

1 = One Teach/One Observe 5 = Team Teaching 2 = Station Teaching 6 = One Teach/One Assist 3 = Parallel Teaching 4 = Alternative Teaching

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2.

3.

4.

Accommodation: A change made to teaching or test procedures in order to increase the student’s access to information and to create an equal opportunity to demonstrate knowledge and skills. It is “how” instruction is delivered and/or learning is assessed. Modification: A change in what the student is expected to learn and/or demonstrate. It is “what” the student is expected to learn. In-Class Supports include the use of peer assistants/tutors, paraprofessionals, support facilitator, or co-teachers.

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Specialized Instruction Lesson Plan Template for Math – Special Education Teacher (option)

Primary Standard: Supporting Standard(s):

Learning Outcome:

Student(s):

Focus of Lesson:

Pre-teaching

Re-teaching

Specialized Math Center or Independent Work

Focus Area(s) Data Used to Plan Strategies Used

The Plan

Result of Specialized Instruction or

How Students Responded

Math vocabulary

Math concepts

Concrete,

representational, and

abstract content

Problem solving

Mathematical

Practices

Other:

IEP: __________________

______________________

Cruisin’ Clipboard

data:____________________

________________________

Other:

Explain:

Specialized Instruction data:

Math data:

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After the Pre-Conference: The Classroom Visit

Purpose:

Details:

Potential Ways to Collect Data: