A Story of Units

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NYS COMMON CORE MATHE MATICS CURRI CULUM A Story of Units

A Story of UnitsStudent Debrief in Practice


N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units

Session ObjectivesRevisit Module 1 in order to further examine the Student Debrief as a lesson component, including the Problem Set and Exit Ticket, in preparation to:

• Model, teach, and practice the instructional routines that will support implementation of A Story of Units.

• Differentiate according to the needs of diverse learners and varied student populations in any given district, school, or classroom.

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AGENDA

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Another Look at Problem SetsImplementing the Student DebriefModeling and Practice Differentiation in the Student DebriefReflection on Preparation and Implementation



Another Look at Problem Sets

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• Generally embedded within the Concept Development.

• May be completed independently or with teacher guidance, and are reviewed in class as part of the Student Debrief.

• Provide an opportunity for students to apply understanding(s) from the lesson.

• Directions introducing the Problem Set give guidance about how to differentiate




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• With your table, examine the sequence of mathematical concepts in the Grade 2, Lesson 1 Problem Set.

• How you might adapt the Problem Set to meet the needs of specific learners?



AGENDA

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The Student Debrief

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• Includes sample dialogue or suggested lists of questions to invite the reflection and active processing of the totality of the lesson experience.

• Encourages students to articulate the focus of the lesson and the learning that has occurred.

• Promotes mathematical conversation with and among students.

• Allows student work to be shared and analyzed.• Closes the lesson with daily informal assessment known as

Exit Tickets.



Implementing the Student DebriefSome questions/concerns we’ve heard:

• How do I find the time?

• How do I keep all students actively engaged (management)?

• How do I keep all students actively engaged (various abilities)?

• How do I modify? How can I adapt?

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AGENDA

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Modeling and Practice: Student Debrief

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Take out your complete Problem Sheet from Grade 2, Lesson 1…

…time to debrief!




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Now that you’ve seen it in action:

• Which questions did the teacher use?

• How did she stray from the debrief questions to differentiate?

• Who did she differentiate for?



AGENDA

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• With a partner, choose Lesson 1 from Grade K, 1 or 2 and consider

the instructional choices you might make.

• Adapt the Student Debrief in order to meet the need of various

student populations.



Differentiation in the Student Debrief

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• Have students restate their learning for the day. Ask for a different representation in the restatement. Would you restate that answer in a different way or show me by using a diagram?

• Encourage students to explain their reasoning both orally and in writing.

• Let students use pictures and gestures to calculate and explain.



AGENDA

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Parental Engagement

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• At the February NTI, NYSED provided Engaging Parents in the Common Core training.

• A Toolkit for Parent Engagement and additional information may be accessed on the EngageNY site.

http://www.engageny.org/resource/network-team-institute-february-2013-parent-connection-night

As you learn more about implementing A Story of Units, consider how to use these tools with the curriculum.






Reflection

• What are your biggest takeaways about differentiating and implementing the Problem Set and Student Debrief?

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Key Points

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• The Problem Set is an important part of both the Concept Development and the Student Debrief.

• The Student Debrief is an opportunity for students to articulate the new understandings acquired during the course of the lesson.

• As the final component in the Student Debrief, the Exit Ticket is an informal assessment that will impact planning for future instruction.

• These lesson components should be adapted to meet the needs of specific learners.

Documents

A Story of Units