StatwayLesson Pilot Protocol

Step 1: Study the Lesson to Be Piloted

Step 2: Discuss & Prepare to Pilot the Lesson

Step 3: Identify Observations Focused on thePromise and Challenge of the Lesson

Step 4: Teach the Lesson

Step 5: Debrief/Discuss How the Lesson Went

Step 6: Review and Analyze Student Work

Step 7: Synthesize Feedback on the Lesson

Settings to Support Piloting Lessons

Cycle inWeeks

InstructorTeams

Instructor TeamFacilitators

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Step 1

Step 2

Step 2 & 3

Step 4

Step 5-6

Step 7

Monthly Call

Monthly Call

Monthly Call

Simulation ofthe Protocol for

Statway Instructor Teams

Statway Summer Institute

Tuesday & Wednesday, July 27-28, 2010

The Carnegie Foundation for theAdvancement of Teaching

The Protocol for PilotingStatway Lessons

1) Study the Lesson to Be Piloted

2) Discuss the Lesson & Prepare to Pilot It

3) Identify Observations Focused on the Promiseand Challenge of the Lesson

4) Teach the Lesson

5) Debrief and Discuss How the Lesson Went

6) Review and Analyze Student Work

7) Synthesize Feedback on the Lesson

Purpose of the Simulation

1) Study how the Protocol is working as apotential guide for Instructor Teams in thecoming year.

2) Begin functioning as Instructor Teamspiloting and feeding back on Statway Lessons.

Simulation AgendaTuesday1:00 Step 1: Individuals Study the Lesson to Be Piloted1:45 Step 2: Discuss the Lesson and Prepare to Pilot the Lesson3:30 Step 3: Identify Observations Focus on the Promise and

Challenge of the Lesson4:00 Adjourn

Wednesday8:30 Step 4: Teach the Lesson10:30 Step 5: Debrief and Discuss How the Lesson Went10:45 Step 6: Review and Analyze Student Work11:30 Step 7: Synthesize Feedback on the Lesson12:30 Adjourn

Few Things…

• Identify the facilitator for your team…official or unofficial.

• Try, for today, to prioritize the protocolsomewhat over the lesson.

• Assume that you are back at yourcampus, and you really are going topilot this lesson.

1:00 – 1:451) Individuals Study the Lesson to Be

Piloted

• Individuals work through the problem(s)

• Individuals study the goals of the lesson

• Individuals read and familiarize themselveswith Parts I, II, and III of the lesson

1:45 – 3:302) Discuss the Lesson and Prepare

to Pilot the Lesson• Teams discuss how they thought through the

problems from the perspective of the student.

• Teams discuss the learning goals of the lesson.

• Teams discuss each aspect of the lesson inrelationship to the learning goals.

• Teams choose the approach (or combination) tobe used in Part 2.

• Teams finalize logistics for piloting the lesson.

3:30 – 4:003) Identify Observations Focusedon the Promise and Challenge of

the Lesson.

• Teams identify critical things to observe amongthe students during the delivery of the lesson.

• Teams identify specific things to look for in thework the students produce.

• If provided by research team, teams reviewchecklist of things to observe during the lesson.

8:30 - 10:004) Teach the Lesson

NOTE: • There are no Instructional Team meeting tasks that

comprise Step 4.• Step 4 is a classroom Step.• All matters associated with Step 4 should have

been addressed in Step 1-3, including observations.

10:30 – 11:005) Debrief and Discuss How the

Lesson Went

• Teams review the lesson plan against the actualdelivery of the lesson: How did it go?

• Teams discuss particular segments of the lesson:How did they go?

• Teams conjecture about the effects of the lessonrelative to the learning goals.

11:00 - 11:306) Review and Analyze

Student Work• Teams clarify what they are looking for in

the student work.

• Teams analyze student work to determinethe effects of the lesson relative to thelearning goals.

11:30 – 12:007) Synthesize Feedback

on the Lesson• Teams discuss and record notes for a small set of

feedback questions

• A selected member of the group writes upfeedback in Carnegie provided format andsubmits.

11:30 – 12:007) Synthesize Feedback on the Lesson1) How did students respond to the rich task in Part

I and the subtasks and scaffolded questions inPart II? What can other instructors using thesame task expect?

2) What specific parts of this lesson helped you andthe students work productively towards thelearning goal?

3) What would you do to improve the lesson (aswritten) for subsequent use by you and others?

Protocol Simulation ObjectivesBy the end of the simulation, Math faculty will have:

a) sufficient general knowledge of the protocol to be able toenvision accurately the process they will engage in duringtheir weekly team meetings starting in Aug/Sept.;

b) sufficient familiarity with each of the 7 steps in theprotocol to be able to complete each step reasonably wellduring their first lesson improvement cycle;

c) sufficient familiarity with the design principals anddevelopment to date on Statway to begin feeding back onthe lesson prototype and subsequent lesson drafts.

d) sufficient familiarity with and trust in the other members oftheir team to be willing to engage in a first lessonimprovement cycle during the first 6 weeks of the school.

CurrentDistinguishing Features

In the “Lesson” mark the following—left margin

A) Rich problem… page 4 Part I

B) Two kinds of goals… page 1

C) Three parts… page 3, Lesson Structure

D) Three approaches for Part II… page 9

E) Sequential Subtasks, Part II… pp. 6-8

F) Subtask Questions, Part II… p. 6 and 7-8

G) Dev. Math Connections… page 2

Statway Instructional DesignPrinciples

•15 minutes to review•Pause to consider the implications of the

design principles for your role in theCollaboratory

“Big Ideas”

Rather than teaching to re-awakenstudents’ understanding of procedures, weshould instead awaken students’ ability tothink and connect it to procedures

If students are to be mathematicallyproficient and able to reason, they need aconceptual foundation

What the design principles meanto instructors

• Evidence-driven process, withhypotheses grounded in research andpractitioner experience

• Hypotheses will be tested and refined

• Revisions will be guided by evidence ofstudents’ learning

• Statistics in the foreground

• Year 1: focus on the rich problems andtheir subtasks

What else does it mean?

• Teachers as researchers– You won’t just be helping students, you’ll

be explicitly studying student thinking(What works for whom and when? Whatdoesn’t?)

– You’ll be part of testing and refininghypotheses over time

– You may be part of a small groupexamining a specific issue in depth

– You’ll be part of the culture of evidence

Role of Hypotheses

• Hypothesis 1: Students divided denominator bynumerator because they “forgot” the order– Remediation: instructors should “remind” students,

perhaps providing pneumonic

• Hypothesis 2: Students aren’t appropriatelyconnecting fractions and division– Remediation: Discuss the meaning of notation

(e.g., “1/3” is 1 portion of a whole divided into 3parts); decimal has the same value as the fractionwith which they started