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I Do, We Do, You Do is more straight-forward and math based, while Launch-Explore-Summarize connects to the real world and fosters student investigation rather than instruction and practice.

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Gradual Release VS. L.E.S.    Hannah L. and William S. 

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Gradual Release VS. L.E.S.    Hannah L. and William S. 

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Difference 1: The Launch, Explore, Summarize activity connects to students' background knowledge and Funds of Knowledge, drawing more connections between mathematical concepts and the real world.

Difference 2: The Launch, Explore, Summarize activity allows students to freely apply different strategies, rather than only the strategy modeled by the teacher.

Which lesson format allowed you to explore the concept of comparing decimals more deeply, and why?

When considering the "depth" and "richness" of a math task, we have to look for a real-world application. This is a major difference between the two tasks, because only the LES allows students to explore real-world applications (using the Olympics example), thus adding depth.

The Teacher's Role:

In Gradual Release, the teaching strategy becomes more teacher-directed, where the teacher is the expeller of knowledge, providing students with tools to apply math concepts.

In LES, the teaching strategy is more student-directed, providing exploration and encouraging students to bring new strategies to the math conversation.

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Both lesson plans have the same objectives, but one goes a step further with connecting it to Olympic sport times. The Launch (10 minutes) the teacher focuses on giving the students their first impressions of the task. Whereas the I Do (10 minutes), sets an example for students on how they should do the assignments. Both lesson plans are split into 4 sections. One lesson allows students to explore with small groups (more student centered), whereas the other lesson plan is teacher, group, individual (more straightforward/ teacher centered).

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We believe that the Launch, Explore, Summarize is more personable. We also discussed whether one format (I Do, We Do, You Do) would be better for younger students, if it depends on the objective trying to be achieved, if it is based off teacher preference, etc.

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Both lessons are about comparing and ordering decimals to the thousandths place. The launch is more about student independent work and the lesson focuses more on the gradual release. The launch has more whole group discussion so the students are able to hear multiple means of representations from their peers. The lesson plans is more teacher centered which doesn't allow the student to expand their thinking. The launch includes more real world connections which makes students more engaged and motivated to learn.

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The I do, we do, you do, includes lots of modeling and gradual release for students with guided questions to help students make connections and comparison's. The launch, explore, and summarize is connected to real world problems and more engaging for students, but does not include a lot of modeling. Although there is time to make sure everyone is on the same page and summarize at the end, there is not a lot of hands-on work included.

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I Do, We Do, You Do does not connect to the real world, and students are merely comparing numbers without context. In this same format, the teacher lectures for a longer period; however, this format does include modeling.

In Launch-Explore-Summarize, the students can connect to a real-life situation throughout the lesson. Students are encouraged to have discussions, participate, and give reasoning for their answers.

Both formats encourage pair and group discussion.

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Bailey, Jenna, Heidi

I do, We do, You do is more tecaher-directed and it is focused on the traditional side of teaching. This lesson also includes more individual work. For launch, explore, and summarize it is more student-centered, more collaborative, provides a better real-world connection, and the focus is directed more on knowledge than accuracy.

We agreed that the launch, explore, summarize allows a deeper knowledge because the lesson is centered around things that occur in the real-world (the Olympics). Also, the lesson could connect better to student interest with sports and connect math with something that occurs in our lives.

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-For the I Do, We Do, You Do, we thought it was more step-by-step by and explicit. It taught students how to do it clearly. However in the Launch, Explore, and Summarize lesson plan, we thought it was more engaging because it made a real world connection and allowed students explore on their own.

-We thought the LES lesson plan allowed students to explore the concept more deeply because of the relevancy about the Olympics. We think due to this, it would grab the students ideas and attention. Also in the LES, students have more choice and freedom in how to solve the task.

-We thought the I Do, We Do, You Do was more balanced task just because it has certain parts where the teacher teaches, the teacher and student work together, and then the student does the task by themself. We thought the LES was more students guided because the teacher really didn't interfere or lead the task.

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The I Do, We Do, You Do lesson plan is more straight forward and math based, while the Launch- Explore- Summarize connects to the real world and fosters student investigation rather than instruction and practice.

We agreed that the Launch- Explore- Summarize allowed for more exploration of the concept because there were opportunities for open ended responses. The I do- We- do You do was more teacher based while the Launch Explore Summarize gave the students opportunities to explore the topic of decimals not only as a concept but in real world scenarios.

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1) There were soem clear differences between the lesson plans. Lesson 1 had a clear and direct I do, We do, You do. It was very straight forward with clear guided practice for the students. Lesson 2 had a fun real life example for why they would be comparing decimals. The teacher also creates a lot more space for discussion. This lesson also has a discussion and summary instead of an exit ticket at the end. Lesson 2 also emphasizes the standard more by getting the students to use the <, >, and = symbols.

2) The second lesson plan about the olympics created more oppurtunities for discussions and it is more open for the students to use different strategies. This lesson also allows the students to discuss their thinking with the group. All of this combined will create an evironment where all the students can understand decimals deeper.

3) The first teacher was guiding the students very directly. They were a direct model. The students would have a very clear method of how to solve these problems. The second teacher was guiding the lesson as well, but they were more guiding discussion between groups then coming together at the end. I think for the students, the second would allow them to have a clearer understanding of why they are doing it. They also would have other student's thoughts. This would allow their ideas to be more complete.

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1. During the exploration, to support students with dysgraphia, we would print out the Olympic times and <,>, and = symbols that can be moved and rearranged.

2. During the exploration, we would give extra time for students to explore and then the next class we would have them reconvene the next class, recap and then share their thoughts from before. That way there is less time pressure placed on the students.

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During summarize, to support students, I will differentiate through Product by giving them a choice board with different exit ticket options to show what they have learned and give them multiple entry points to the questions. This helps to give students a choice in showing their different learning styles and what they have learned.

During explore, to support students, I will differentiate through Process by providing tiered activities, giving students different levels of complexity and support, such as additional time to complete a task. This helps support students with diverse learning needs.

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During the explore, to support students, I will differentiate through process by using physical manipulatives such as a number line to help students physically place and visualize the numerical value/order of the given points.

During the summarize, to support students, I will differentiate through product by using a quiz to demonstrate students understaning of place value by asking questions similar to the one that we did in class.

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During the explore, to support students, I will differentiate through content by having the teacher walk around the classroom to each small group to pose purposeful questions, redirect thinking, and support any students that might be stuck.

During the summarize, students I would differentiate thought product by incorporating a choice board were students share their comparisons, discuss how they determined the winner and the impact of small decimal differences. This is good for class engagements, being able to read different thought process, and for the teacher to be able to informally assess students understanding.

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-During the explore, to support the students with attention difficulties, we will differentiate through process by asking students to engage in labs or simulations where pairs of students each have a toy car. The pairs will push these toy cars across a table to see who's car goes the furthest. They will each measure their own distance.

-During the explore, to support all students, we will differentiate through process by asking students to record data in a organizer/journal for visuals. Students will provide a short written paragraph on what car did what and why that car went the distance it did.

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Differentiation Statements:

1) During the LAUNCH, to support all learners, I will differentiate through PROCESS by having students engage in virtual or physical manipulatives such as base-ten blocks, decimal strips, and stop watches to compare seconds up to the thousandths place.

2) During the SUMMARIZE, to support all learners, I will differentiate through PRODUCT by having students choose their exit tickets. Examples would include drawing, writing, or using a graphic organizer to compare greater than/ less than/ or equal, allowing students to show their understanding in a variety of ways.

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1. During the explore, to support students I will differentiate through process by using digital manipulatives such as the website called math manipulatives and having students use the decimal strips to help them compare decimals that are in the thousandths place.

2. During summarize, to support students I will differentiate through product by having students create their own product assignment as long as it contains required elements such as comparing decimals in the thousandths place. This allows all students to use their own thinking and what best fits them while still requiring them to have some elements.

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During the explore, to support students, I will differentiate through PROCESS by providing the students with dry erase graphic organizers to give structure to their thinking while also being able to easily manipulate their work. The transfer of their thinking from mind to paper will make the summary more fluent and clear.

During the summarize and reflection, to support students, I will differentiate through PRODUCT by implementing an assignment. This will encourage students to create their own version of the same task to display their ability to accurately transfer the mathematics of the task to another real world example.

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During the launch, to support the class, I will differentiate through content by presenting information to the class through speaking, showing videos, and passing around a stop watch so that the students understand the decimals from the race.

During the explore, to support the class, I will differentiate through process by getting the students to time each others race. By getting them to actually race, they can compare the distance and time so that they understand why a smaller decimal is less.

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1. During explore, to support students through process by using virtual manipulative like decimal strips to help students compare and order thousands place and use symbols (>,<,=) to show their understanding.

2. During summarize, to support differentiated learners, I will use product by asking students to display their understanding through representation (poster) of comparing decimals to the thousands place.