1. Materials video clip 6 copies of LOI selected elements HO: plus/delta 6 copies: Balanced Math Framework Curriculum map 1.NBT.2a Chart paper for elements HO; questions for elements One page per element to put on charts Copy of CPA Lesson plan

2. Mathematics Instruction and the Pre-Conference Interview RSD Principals August 21, 2014 9:30 am – 12:00 pm Sue Larson Nora Ramirez

3. Outcomes Enhanced ability to support teachers during the preconference interview by leading effective, authentic conversations during the lesson refinement process using tools and questions aligned to the – The Math Curriculum Maps – Balanced Math Approach – Selected LOI Elements – Balanced Math Framework – Standards for Mathematical Practice

4. Agenda Introductions and Outcomes Supporting tools for the LOI The pre-observation interview – Using the Curriculum Map – Reviewing a lesson Lesson refinement process Closure Logistics Evaluation

5. The LOI Pre-conference

6. Learning Observation Instrument Quality Instruction Effective Instructional Support Student Achievement

7. 7 Rigor requires a shift in balance – a balanced approach…

8. Concrete Pictorial Abstract Numerals & Equations Record Connect to Context Problems in Context Talk/Write

9. A Tool for Supporting the Implementation of the SMPs

10. Balanced Math Framework

11. Pre-Conference Interview StrengthsChallenges Round Robin Share First round – share strengths Second round – share challenges Round Robin Share First round – share strengths Second round – share challenges

12. A 1st Grade Lesson on Place Value 1.NBT.B.2a 1.Review 1 st Grade Curriculum Map 2.Read lesson plan 3.Review the lesson description 4.Watch video

13. 1 st Grade Lesson

14. Lesson Plan and Clip of Lesson How did the lesson implementation compare to the lesson plan? What did you notice about the lesson that warrants refinement? What questions during the lesson refinement process could have been asked to support the teacher’s refinement of the lesson?

15. Refining a Lesson

16. Input for Refining Lessons RSD Grade Level Curriculum Map Balanced Approach: Conceptual Under- standing, Application and Procedural Fluency Concrete, Pictorial, Abstract Stages Balanced Math Framework Mathematical Practices Modeling vs. Constructing Understanding

17. Refining a Lesson to Strengthen the Task Analysis Element What are some questions you can use to determine if the task has been designed with a balanced approach (within a lesson, unit, year)? how the task has been segmented for learning considering a concrete, pictorial, abstract approach? how the task has been designed to ensure that students have the opportunity to develop/exhibit the Standards for Mathematical Practice? if misconceptions are being addressed?

18. Refining a Lesson to Strengthen the Conceptual Understanding Element What are some questions you can use to determine if the students are memorizing algorithms or developing understanding of a concept? if the students will be representing a mathematical concept? If so, how? what understandings the student should develop? the opportunities students will be given to explain their current understanding of the mathematical idea? how possible misconceptions will be addressed?

19. Refining a Lesson to Strengthen the Instructional Approach Element What are some questions you can use to determine whether it is appropriate for students to practice a modeled task or construct knowledge by thinking/experimenting? if the role of the teacher should be a facilitator or a lecturer for the lesson? if the appropriate time to define vocabulary is at the start or the end of the particular lesson? the precise vocabulary that they expect students to use when they are justifying ideas?

20. Refining a Lesson to Strengthen the Practice Aligned Activity Element What are some questions you can use to determine the scaffolding plan (from assistance to independence) for developing this concept? how students will practice sub-objectives? how students will examine their own thinking? what opportunities can be planned to develop a culture of student-to-student support?

21. Refining a Lesson to Strengthen the Student-to-Student Interactions Element What are some questions you can use to determine how the lesson can unfold to require equal participation of students? students communicating using multiple means? development of language proficiency? demonstration of deep learning?

22. Refining a Lesson to Strengthen the Critical Thinking Element What are some questions you can use to determine the opportunities that will be given to students to think about and evaluate their thinking make connections devise an approach to solve or research a problem make new meaning propose and evaluate solutions

23. A Look Back Review lesson refinements from before Decide on any changes you might want to make now Whole group share

24. Reflection What tools, ideas and questions do you now have that will enable you to lead a more effective pre-observation interview?

25. Instructional Rounds

26. Evaluation