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