1. Chapter 4 Planning in the Problem-Based Classroom

2. Number One Reason to Plan Lessons . . .
Those who fail to plan
plan to fail.

3. Ten-Step Lesson Planning Process
Step 1. Know your focused mathematical learning target(s). “What is it that my students should be able to do when this lesson is over?”
Step 2. Key questions to consider:
What might students already know about this topic?
What context might be engaging to this range of learners?
What learning gaps or misconceptions might need to be addressed?
What visuals or models might support the learning?
What vocabulary support might be needed?

4. Ten-Step Lesson Planning Process cont.
Step 3. Select a task and use the four-step guide for activity evaluation and selection (T-3.6).
How is the activity done?
What is the purpose of the activity?
Can this activity accomplish the learning target(s)?
What must I do?
Step 4. Design lesson assessment: “What is it that my students should be able to do when this lesson is over?”

5. Ten-Step Lesson Planning Process cont.
Step 5. Before: Getting Ready
Activate useful prior knowledge.
Be certain the problem is understood.
Establish clear expectations.
Step 6. During: Students Work
Let go! Avoid stepping in front of the struggle.
Notice student mathematical thinking.
Provide appropriate support.
Provide worthwhile extensions.
Step 7. After: Class Discussion
Encourage a community of learners.
Listen actively without evaluation.
Summarize main ideas and identify future problems.

6. Ten-Step Lesson Planning Process cont.
Step 8. Make sure all three parts (before, during, and after) are aligned and balanced with your learning targets (objectives). Step 9. Anticipate ahead of time the strategies students will use and how you will address barriers and misconceptions. Step 10. Be prepared with key essential questions that students will extend, analyze, compare, generalize, and synthesize.

8. Applying the Planning Process
A finished lesson plan has the following components (order may vary):
State and/or local mathematics standards
Lesson goals and objectives
Assessment(s)
Accommodations and or/modifications
Materials needed
Before, during, and after phases

9. Planning for All Learners
Consider the learning profile of each student.
Consider what can be differentiated across the three critical elements:
Content—what you want each student to know
Process—how you will engage them in thinking about the content
Product—what will they have to show you for what they have learned at the end of the lesson
Consider the physical learning environment.

10. Discuss content, process, product
Use the Critical Elements to Differentiate the Teaching for This Problem
In building a road through a subdivision, workers filled in a large hole in the land with dirt hauled in by trucks. The complete fill required 638 truckloads of dirt. The average truck carried 6¼ cubic yards of dirt, which weighed 17.3 tons. How many tons of dirt were used to fill the hole?
Discuss content, process, product

11. Tiered Lesson
Consider the truckload problem and describe how you would tier the lesson. 1. Degree of assistance. What examples would you use? 2. Degree of structure. What adaptations would you make for special needs students or make it more open-ended for gifted students? 3. Complexity of the task. What models or manipulatives would make it more concrete? 4. Complexity of the process. What time frame would students needs?

12. Planning Considerations for Students with Special Needs
Structure Environment
Identify and Remove Potential Barriers
Provide Clarity
Consider Alternative Assessments
Emphasize Practice and Summary
Centralize attention
Find ways to help students remember
Remember the time frame
Propose alternative products
Help students bring ideas together
Avoid confusion
Provide vocabulary and concept support
Ask students to share their thinking
Encourage self-monitoring and self-assessment
Provide extra practice
Smooth transitions
Use friendly numbers
Emphasize connections
Consider feedback charts
Vary task size
Adapt delivery modes
Emphasize relevant points
Utilize methods for organizing written work
Provide examples and non-examples

13. Drill or Practice? Practice provides Drill provides
Increased opportunity to develop conceptual ideas
Opportunity to develop alternative and flexible strategies
Greater chance for all students to understand
Clear message that mathematics is about figuring things out
Drill provides
Increased facility with a procedure already learned
Focus on singular method and exclusion of flexible alternatives
False appearance of understanding
A rule-oriented or procedural view of mathematics

14. Homework and Parental Involvement
How do you effectively encourage students and their families to support mathematics learning at home? Consider three categories:
Effective homework has supports for parents such as questions to ask
Beyond homework—help parents see the connection between literacy and numeracy
Resources for families (i.e., school/class website, letters to parents about big ideas about the mathematics in the unit, online resources)