Lesson Design: An Overview of Key Tools for Flexible Math Instruction
Think about Ms. Christiansen—the teacher in the video. What helps a teacher plan for and
facilitate this kind of lesson?
Key Themes
Multiplicity and Flexibility
Multiplicity
“Multiplicity” has to do with having knowledge of a variety of teaching and learning topics: curriculum, instructional models, lesson types, engaging learners, assessment strategies, representing mathematical ideas, . . .
Flexibility
Flexibility has to do with the ability to use the knowledge of techniques, strategies, and ways of thinking in ways to provide several avenues of access to learning or a special approach that improves access for everyone.
Considerations for Designing Lessons
Basic Principles and Best Practices
Tools for Flexible Math Instruction
Types of Math Lessons
“Layers” of Planning
Basic Principles
Begin with Concrete Representation Develop Understanding Encourage Communication Make Connections Take Time to Motivate Children Provide Opportunities for (Meaningful)
Practice
Best Practice: Interlocking Ideas
Student-Centered Experiential Holistic Authentic Expressive Reflective Social
Collaborative Democratic Cognitive Developmental Constructivist Challenging
Tools for Flexible Math Instruction
Multiple Means of Engagement
Multiple Means of Representation
Multiple Means of Communication
Multiple Means of Assessment
Multiple Means of Engagement
Such as:
Multiple Means of Representation
Such as:
Multiple Means of Communication
Such as:
Multiple Means of Assessment
Such as:
Types of Math Lessons Before Teachers begin planning for lessons, they
must know what “type” of lesson they will be teaching.
The type of lesson influences many decisions a teacher makes in planning for teaching: The instructional model that guides the lesson The type of mathematical task Mathematical representations of ideas Grouping Assessment
Introductory Lesson:
The first time a concept, skill, procedure has been taught.
Maintenance/Extension Lesson:
A continuation or practice of a previous lesson’s concept, skill, or procedure—perhaps taking it to a
deeper level or making connections.
Review Lesson:
A concept/skill/procedure that was taught previously, but the
students need to revisit.
“Layers” of Planning
Planning for the Year Planning for the TermPlanning of a UnitPlanning for the Week Planning for the Day
Planning for the Year
Tasks What is the purpose of the class? Do you need to write
a course description? What are the main teaching units within the curriculum
for the grade level or course? What guides the curriculum? [school, district, or state
curriculum guides; department?] Approximately when will you teach each unit? How do you plan to determine end-of-term student
grades?
Useful Resources:
Planning for a TermTasks
Given the main teaching units for the year, what units will be focused on during each marking term?
How much time will each unit need? Will some units cross disciplines or involve team teaching? Will any special activities be part of certain units—guest
speakers, field trips? What do students already know? What school activities might impact the amount of time you have
for each term?
Useful Resources:
Planning for a UnitTasks
What are the overarching learning goals for the unit (the “big ideas”)? What are the specific student-centered objectives that define and clarify
each learning goal? What else would students like to learn or know? What task ideas does the textbook offer related to each learning
goal/objective? Do you have task ideas for each of the unit objectives you identified? What is a tentative sequence of the tasks ? What assessment strategies will be important for monitoring student
progress and informing your teaching? (formative assessment) What ideas do you have for assessing cumulative student progress
towards the learning goals for the unit? (summative assessment)
Useful Resources:
Planning for the Week
The weekly planning could be considered a “thumb-nail” sketch of lessons for the week.
Tasks How will you organize your plan book? What activities do you know must be scheduled
around within the week? [such as SEP’s, unit test, field trip in another class, fire drills, . . . ]
Useful Resources:
Planning the Day’s Lesson: Components to Consider
Activity Title Grade Level Core Standard and
Objective Specific Lesson Objective Intended Learning
Outcomes Lesson Type Instructional Model Connections
Key Terms/Symbols Key Questions Materials Warm-Up Invitation to Learn Instructional Procedures Adaptations and
Differentiation Assessment Closure