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How do the math RBIS connect to the components of a Bluebonnet Learning Secondary Math lesson?​​​

How can you support teachers’ understanding of the ENGAGE, DEVELOP, and DEMONSTRATE components found in Bluebonnet Learning Secondary Math?

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What are your next steps as a result of today’s learning? ​

What do you plan to do to build your understanding of Bluebonnet Learning Secondary Math instructional materials before your next training session?

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Please use the provided question submission form to raise questions about Bluebonnet Learning that fall outside the scope of our session.

https://tea.co1.qualtrics.com/jfe/form/SV_1S33q0WZ25PxtmC​

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Is there a pacing guidance document for school districts that do not have 165 instructional days and need to adjust pacing? (4-day/week districts)

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Is there a pacing guidance document for school districts that do not have 165 instructional days and need to adjust pacing? (4-day/week districts)

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The amount of supports that are embedded in the teacher materials.

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Did you share that materials are in Spanish as well, or just the family guide?

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What type of guidance will teachers have in selecting problem sets for students?

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I am excited to see the coherence across grade levels and the new and improved updates helping teachers, coaches, and those in leadership positions.

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Help them see the flexibility of materials and how to internalize to better adjust and meet the needs of their students.

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Help them see the flexibility of materials and how to internalize to better adjust and meet the needs of their students.

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The lesson background, quotes and bolded TEKS for readiness. 

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The lesson background, quotes and bolded TEKS for readiness. 

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The structure and the assurance it meets the RBIS. The thinking task, self-reflection to give them more insight, and opportunity for discourse built in.

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The structure and the assurance it meets the RBIS. The thinking task, self-reflection to give them more insight, and opportunity for discourse built in.

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Work closely and intentionally with teachers to help them understand how important the lesson internalization is. Once teachers have done the internalization process several times they see the value of the time spent.

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Other than the secondary resource is a different publisher, is there a reason the problem solving model changes from elementary to secondary?

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Other than the secondary resource is a different publisher, is there a reason the problem solving model changes from elementary to secondary?

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Unpacking the materials and being sure they understand the terminology.

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Unpacking the materials and being sure they understand the terminology.

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The supports, alignment to RBIS, and opportunities for discourse.

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Identified activities that build conceptual understandings and are directly tied to the standard and the lesson objective.

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Pacing supports for the module for each day and time stamps for each daily lesson

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Pacing supports for the module for each day and time stamps for each daily lesson

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The Prepare section of the lesson because it can help them identify misconceptions that they can address at the start of the next lesson.

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The numerous opportunities for students to engage in meaningful discourse. The material is designed in such a way that students should be engaged in the cognitive lift. The opportunity for students to think about their thinking- metacognition through self-reflection is also wonderful.

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The structure and breakdown of all of the lesson components including the why will allow teachers to focus more on students and less on coming up with those pieces to the lesson

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It's exciting to see the depth that each module and lesson goes into to build background knowledge for teachers before beginning the lesson.

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Help them connect each component to research, their own knowledge of best practices, and highlighting the benefits of these components. 

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Help them connect each component to research, their own knowledge of best practices, and highlighting the benefits of these components. 

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I am excited that there are many opportunities for students to talk about their strategies and write about math.

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I have more questions on the differences between paper and QTI assessments. I understand the technology-enhanced items will be available on QTI and not paper, but is that the only difference?

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The pacing guide and all the support suggestions.

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The structure of the lesson and the supports provided.

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I'm excited about explicit support to make the classroom more engaging and foster student voice.

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I'm excited about explicit support to make the classroom more engaging and foster student voice.

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I am excited about all content areas of Bluebonnet learning because I believe the instructional approach is broadly aligned to standards, with research-based practices suggested. I'm excited to learn about the student outcomes that result from implementation. I cannot speak to teacher and coach excitement at this time.

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I would love varied examples of how districts are implementing the Mathia (or equivalent) component. 

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I would love varied examples of how districts are implementing the Mathia (or equivalent) component. 

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Provide guidance to helpful areas when they are struggling, as well as support for how each component fits together for the benefit of their students

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Will there be Learning Lab Schools for LEAs to visit since this is the first year for Bluebonnet Learning Materials?

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Will there be Learning Lab Schools for LEAs to visit since this is the first year for Bluebonnet Learning Materials?

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Modeling the lesson components in a training could be helpful.

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Give them time to process the material and ask questions. Complete the lesson internalization process together. Model thinking through the internalization process.

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To best support teachers and coaches we can understand the process needed to internalize effectively and efficiently. Be willing to do the work and show them what it looks like.

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Engage-Develop-Demonstrate is something teachers can immediately ground their with to provide students the opportunity to think critically about the topic.

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Engage-Develop-Demonstrate is something teachers can immediately ground their with to provide students the opportunity to think critically about the topic.

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Pacing guides and skills practice days and resources!

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Access to questions that will help with depth of knowledge and productive struggle. Guidance on talking about math/learning. I knew this was important for my students, but I was not always able to facilitate it well.

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Advocate to make sure teachers and coaches have time to internalize lessons.

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Having conversations about the importance of lesson internalization to understand the why, build background knowledge, see the coherence, and to pace out the lesson.

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Overall, it's more than trusting the process. Once teachers and leaders understand the process, how it's grounded in research, the way it can elevate student outcomes, and how the HQIM can deepen engagement and learning, then they can begin to trust. It's a shift in thinking, but well worth it.

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Consistant support during coaching sessions keeping the teacher oriented to the purpose of the lesson component being discussed. This can come into play during lesson internalization support, lesson rehearsal or during the feedback loop after an observation.

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The quality of my support will depend on my preparation for conversations with teachers and coaches. I will need thorough understanding of their specific needs and/or concerns.

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Assist with the internalization of the lessons and provide opportunities for discourse.

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Assist with the internalization of the lessons and provide opportunities for discourse.

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I'm excited to highlight all of the ways this instructional material eliminates additional work for the teacher.  I'm also excited to elaborate on the "Engage" component...especially with LEAs that have an SEL focus for the year.

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I'm excited to highlight all of the ways this instructional material eliminates additional work for the teacher.  I'm also excited to elaborate on the "Engage" component...especially with LEAs that have an SEL focus for the year.

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The formative assessments that are built in throughout the lesson.

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I need to walk through internationalization so I can better understand the lesson components myself.

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I am excited about the teacher guided support for each phase of learning Engage, Develop, and Demonstrate. The suggested questions are user friendly.

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FOr secondary Mathematics, I think the problem solving model is important. I see it being removed from the 150 day pacing guide.

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Helping them see how each component connects to build the understanding of the story of mathematics.

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I would support them by helping them understand the importance of each component and how it benefits students. I would also break down the internalization process for the Engage, Develop, and Demonstrate phases.

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They are embedded throughout the lesson. Teachers will need time to read, process, and experience each component.

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They are embedded throughout the lesson. Teachers will need time to read, process, and experience each component.

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All 4 RBIS seem to be integrated in every part of the lessons. This helps support the idea that RBIS is not a new thing or one more thing. It is best practice that really is essential for teaching math!

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Many opportunities for students to engage in discourse and teachers to facilitate that discourse. Great spaces for multiple entry points for students and teachers.

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All 4 of the RBIS are embedded throughout each portion of the lesson: Engage, Develop, and Demonstrate. I would have teachers look at the objectives for each lesson component and what students are being asked to do. Then we could have a group discussion about each component and the impact they have on the overall lesson.

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Teachers will be excited that the RBIS are fully represented in component of the lessons. Also, it is still providing opportunities for teachers to fully engage with a lesson to refine as needed.

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Teachers will be excited that the RBIS are fully represented in component of the lessons. Also, it is still providing opportunities for teachers to fully engage with a lesson to refine as needed.

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All RBIS are present within each component. Teachers do not have to create or figure out how to incorporate specific instructional strategies.

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RBIS are always connected to the Bluebonnet math lessons.

I think we can help teachers understand the components by having them go through the lesson and see the connections being made.

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All the RBIS are imbedded in the lesson components. BL holds students to a rigor level that allows for them to engage in productive struggle without leaving them behind, or just shoving information in their faces.

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All the RBIS are constantly present in the lessons. It is essential for students to have a full understanding on previous years concepts in order to comprehend the material learned during current grade levels. 

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All the RBIS are constantly present in the lessons. It is essential for students to have a full understanding on previous years concepts in order to comprehend the material learned during current grade levels. 

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RBIS is an essential and fully integrated aspect of the curriculum, seamlessly woven into each lesson. This means that students engage with RBIS on a daily basis, allowing them to deepen their understanding and reinforce their learning throughout the learning.

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I will support teachers by using the coherence component of the RBIS to help them incorporate their teacher moves alongside the implementation guide.

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Modeling and guiding teachers through internalizing these components can assist with their understanding.

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Of course in internalization is crucial, but providing opportunities for have a discussion about each of the components and how they will look in the classroom is also essential. It is not just about navigating the lessons and know how each piece is embedded, but it is also about understanding why each component is important and how it strengthens prior learning and deepens new learning.

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Of course in internalization is crucial, but providing opportunities for have a discussion about each of the components and how they will look in the classroom is also essential. It is not just about navigating the lessons and know how each piece is embedded, but it is also about understanding why each component is important and how it strengthens prior learning and deepens new learning.

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The facilitated notes and exemplar student responses will be super helpful as well all the embedded supports.

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Each of the RBIS are integrated throughout the lesson. Find a lesson or lessons that addresses a concept where historically students struggle, model or deep dive into those the components reflecting on if this could bridge a gap.

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All RBIS are consistently present throughout the secondary bluebonnets materials

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The lessons align closely with RBIS by incorporating clear learning objectives, engaging real-world launch activities, explicit modeling, and guided practice. They also emphasize collaborative learning, frequent formative assessments, and differentiated support to meet diverse student needs. They also include structured reflection and closure to reinforce understanding.

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All 4 RBIS are embedded into each lesson component. To help teachers understand the lesson components, we could engage in a similar process we just went through and also look at examples within the lessons.

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1. clearly defining the purpose components 2. returning to RBIS for each component to demonstrate connection 3. discourse 4. time with materials

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All RBIS are present in all lesson components.

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We can definitely help teachers by demonstrating how to internalize the materials and understand the "why" behind the materials.

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We can definitely help teachers by demonstrating how to internalize the materials and understand the "why" behind the materials.

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Help them make connections to the research and highlight best practices.

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Help them make connections to the research and highlight best practices.

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Teachers and coaches will be excited about the layout of the materials and the built in supports.

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Teachers and coaches will be excited about the layout of the materials and the built in supports.

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My next step is to internalize a topic and lesson for each grade level.

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Dive into more of the lessons and assessments to get a better overall understanding

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Next Steps: work through a module overview/topic overview and a few lessons to deepen connections made today and to prepare for the 5 day training.

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I believe you said this was set up for a 90-minute block. How does this curriculum work best with a shorter block (45- 50 min periods)

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The structure of the materials and RBIS alignment.

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I beleive that they will be excited about the introduction lesson and them impact that can have on learning readiness.

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Going through the internalization protocols in PLCs will be critical in supporting teachers and coaches.

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Coach teachers through the ways to implement the materials and make connections.

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As I deepen my understanding of the components, I will be able to better support them with questions on implementation.

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The additional supports enhance student engagement and help educators understand both where students are starting from and where they are headed in their learning journey.

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The structures and supports are amazing . I especially appreciate the support for our EB's embedded throughout the lessons !

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I believe teachers will be excited with the engagement activities, because some teachers struggle creating them and building from them.

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Facilitation for teachers and questions to help with discourse.

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They will be excited about the layout, pacing guides, in-margin supports, student reflection forms, assessments, and how the RBIS are embedded throughout!

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I think they be more excited about all the embedded supports on each of the lessons (for both teachers and students) and the learning progression that takes place within the grade level and across grade levels.

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I really believe modeling and have them experience the lesson as a student, and highlighting the thinking skills involved with each part of the lesson, can do wonders in having them reflect on their own practice and upgrades they can make to their delivery.

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I am excited about the coherence between the RBIS and the curriculum. The intentionality resonates clearly and the materials were designed to allow teachers to focus on instructional delivery.

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Depth of Resources, Coherence & Embedded Supports

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Depth of Resources, Coherence & Embedded Supports

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The materials visually demonstrate the coherence of concepts, and the embedded supports help make the standards accessible and digestible for teachers and all students.

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I believe that it will be necessary for coaches to create and model a system which leads teachers through an unpacking process to help the internalize the lesson and plan their teacher actions

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Unpacking the documents and internalization process will be key to supporting teachers' understanding of the components. Skillful conversations during PLCs will allow me to respond to areas of struggle.

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Protecting the time dive into the materials with coaches and work through the internalization process and role plays together

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I am thrilled to have teachers vertically and horizontally aligned with HQIM

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I want to spend more time in the documents shared today and work on my own internalization. This is my first training day on Bluebonnet. Very excited to continue learning.

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The design, access to grade-level content, support for students, structures for discourse, and clear guidance for teachers.

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Protect & structure Internalization Time

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Protect & structure Internalization Time

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Not only do campuses and districts need to provide time in professional learning or PLCs for internalization, but that time needs to be protected and activities should be structured to hold teachers accountable to actually looking through the materials.

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Share brain research with teachers so they understand why engage, develop, and demonstrate are so important when learning something new

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Excited to coach in real time during PLCs, classroom observations, modeling, and co-teaching.