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Use the discourse rubric to allow teachers to self assess after a lesson.

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I want to increase my higher-level demands

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I want to help support discourse in the classroom.

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Cindy.     Start each new unit in Algebra II with a task that promotes productive struggle, low floor & high ceiling, that make the math applicable and real for students.

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Cindy.     Start each new unit in Algebra II with a task that promotes productive struggle, low floor & high ceiling, that make the math applicable and real for students.

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I'd like to evaluate the tasks that we're choosing and incorporate more high-demand tasks.

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Incorporate more high-level tasks on a regular basis.

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Explore tasks that creates more discourse for students

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I want to be more mindful of the cognitive demand of the tasks we are giving our students.

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Try New things. Continue to drive more student driven instructions.

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I want to make my classroom more student lead.

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I am going to use the discourse rubric to guide our teachers to self-assess.

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Incorporated a task

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We used more high demand tasks in the Algebra I Extended class. Overall, the students reacted well. We have incorporated group tasks already into the class, so they were familiar with the process. Several students attempt to claim that the task was too difficult, but they were able to use their table partners as support to complete the task. Using these tasks took more time for the students to get through, but we were able to check in with students 1:1 as we walked around the room.

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I added one of the tasks in the book to my Honors Algebra 2 test. They struggled with it and most answered it incorrectly. However, when I wrote the question without using function operations they all understood. My conclusion is that I need to write and talk in function notation more.

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I am working solely in Algebra II with my goals. I started the quadratics graphing with two equations and asked students if they would be a homerun in two different ball parks? Students were stuck for a long time! I had to nudge them to get them to create a data table and even then they were apprehensive. (shows they are not fluent with data tables, equations, and graphs). Watching them plot their point onto large graph paper was a struggle! They had to start over many times, but stuck with it. We then expanded the question to other parks and the use of Desmos was greatly appreciated. For the second part of quadratics - solving. I started students by multiplying linear functions (intercept form) in order to create the functions in standard form. I then used a "What's missing " worksheet from Math medic that students just had to fill in all the missing parts of factoring a quadratic. It really helped the students to understand the process better than me just showing them! We just got back from Thanksgiving Break - I started with a partner card sort to review solving Quadratics. It was a good start because many students are still struggling!

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We did a productive struggle with 3 problems dealing with Comparing 2 different relationships. They worked in pairs for about 15 min creating graphs, tables OR an equation. After that time, 1 person in the group had to go to the board and write what they did and the other had to explain their thought process. It was very successful.

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While working on proving triangles congruence, I gave the students a situation and asked them to prove the two triangles congruent. They worked on this for 5 minutes individually, then 5 minutes with their groups. Then I had each group share their process and reasonings as to why they did what they did. This led to some great discourse as they realized there is more than 1 way in some of these situations.

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Work on my wait time.

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My small move intention is to practice funneling and focusing in the classroom.

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Work on questioning.

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Using more assessing and advancing questions and making sure I circle back to check in after asking an advancing question to see where their thinking went.

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My small move intention is to prepare some questions before I jump into a new topic to present.

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Work on asking more purposeful questions.

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Work on questioning for understanding

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Patience and questions

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Asking more advancing questions and doing a better job at following up and doing a better job at managing pacing and wait times.

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For the second semester, my intention is to get better at asking advancing questions. I also intend to incoporate more thinking tasks and tasks that really push the students to think deeper about the topic. I will use some of these thinking tasks to practice and improve my questioning.

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Increase of group time.

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Nothing

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To have 1 intentional question written down each day.

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Continue to implement tasks that are student driven.

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I am going to teach kids the best I can.

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Semester 2 goal would be to increase trust and confidence through increased group work.

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Nothing

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Nothing

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Nothing

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For the second semester, I will develop an open ended activity for each unit that will allow me to use advancing questions. I will be mindful to look for misconceptions of the students from student responses.

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Change up the "groups" during work time.

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My 2nd semester intention is to increase the number of advancing questions I ask in class to encourage a deeper understanding throughout the classroom.

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He asked questions of specific students at times within the flow of the lesson. I can ask specific students questions within the context of the lesson.

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1) 3-2-1 bring it back
2) Teacher action- time limits
3) Continue, when I have time, seek out activities that match my intention.

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When developing an open activities for each unit, I will implement and use more strategies to keep the students moving forward (time limits with odd times) and additional check in to get the pulse of the room.

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I will increase the use of group time in my classroom.
1) 3-2-1 bring it back, to use as a strategy to close up group work or have open ended whole group discussion as needed.
2) Giving specific time limits
3) Continue to find group activities to implement within the classroom as possible.

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1) Strategies that intrigued me from video was a) thumbs up/down, b) compare/contrast, and c) a version of think-pair-share.
2) Some actions of teacher that I liked were:
a) how he kept the class moving forward in the lesson, and b) how he kept tapping into previous knowledge of the students.
3) What are my next steps?
a) find a lesson & prepare a group activity
b) review the positive/negative of the activity
c) prepare another lesson and incorporate changes from 1st lesson
d) perhaps have another person observe lesson and give feedback