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Engage teachers in examples of mathematical thinking. Unpack assumptions teachers have about their students and how to teach mathematics.

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What are the best practices in assessment that will give teachers the deep knowledge of their students so that they can provide those asset-based supports?

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What are the best practices in assessment that will give teachers the deep knowledge of their students so that they can provide those asset-based supports?

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Are there samples that allow entry to this work for our ENLs and SWDs that also are grade level appropriate?

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How can Launch lessons support sense making before a unit of instruction begins?

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1. What is the rationale behind approaching math instruction with a You Do, We Do, I Do structure? What research supports this pedagogical approach?

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1. What is the rationale behind approaching math instruction with a You Do, We Do, I Do structure? What research supports this pedagogical approach?

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Tiered tasks come to mind to support this shift.

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Tiered questions requires planning to support this shift.

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What recent data (within the past 5 years) is there that shows engaging in collaborative sense making at the onset of a lesson and collaborative struggle raises test scores?

Where does differentiation live in low floor high ceiling tasks?

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How do we develop teacher capacity for creating high-quality math tasks and create systems for sharing them and opportunities to work on them together as "students"?

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What does this look like - is this before the gradual release, how do you know that sensemaking is working? Is this similar to tapping into prior knowledge?

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This is a great place to begin as a culture of learning math is normalized and planned for.  Coming not only from an informative place but supportive where students feel comfortable sharing their thinking around the content. 

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This is a great place to begin as a culture of learning math is normalized and planned for.  Coming not only from an informative place but supportive where students feel comfortable sharing their thinking around the content. 

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2. Please speak to how a teacher should use data to shift between the stages of gradual release.

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2. Please speak to how a teacher should use data to shift between the stages of gradual release.

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Is the task for each lesson or is it one task for the unit?

Is the task teacher-created?

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Although I see extreme value to beginning with sense making, creating the opportunity for productive struggle, and collaboration at the onset of a lesson, I have questions about the implications for some students with IEPs, and some ELLs and the research-based value of explicit instruction as needed to support outcomes for learners, based on meta-analyses. This need may vary based on student data and lesson, but I still want to entrust teachers to use their pedagogical skillset to do what is best for each student in front of them in that moment, while still remaining in a growth mindset and being open to new learning to inform best/promising practices.

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How can teachers, after facilitating the "you do" and "we do" support students in small groups with a more explicit "I do" prior to the whole class "I do" to consolidate the learning and collaboratively name the learning?

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Explicit Examples of Each Instructional Shift

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Explicit Examples of Each Instructional Shift

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For example, what would "Beginning with Sense Making" look like irregardless of the curriculum? vs. "Beginning with Modeling" only. Teachers will need deeper understanding of the shifts before being able to showcase the lessons.

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How can discourse happen when there are students who have not been to school - have no prior knowledge?

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What is the role of a scaffold?  When is it used?  When is it removed? How are scaffolds aligned with diagnosis and assessment? What are salient examples aligned with Shift 4?

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What is the role of a scaffold?  When is it used?  When is it removed? How are scaffolds aligned with diagnosis and assessment? What are salient examples aligned with Shift 4?

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So can scaffolds still be used when appropriate?

What are asset-based supports? What are examples of asset-based supports?

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Is this teacher-created materials?

Who provides the materials?

Is there a protocol to assess if the instructional materials are high-quality?