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Remember, there are no "correct answers" in this process.  We engage in this work to discuss the three elements of a task (student, teacher, content) and

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Math: Collaborative Work with Transformations

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Math: Collaborative Work with Transformations

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January 16 video

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Math.HSG.CO.A.5

Common core State Standards

Math: Math

HSG: High School: Geometry

CO: Congruence

A: Experiment with transformations in the plane

5:
Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.HSG.CO.A.4

Common core State Standards

Math: Math

HSG: High School: Geometry

CO: Congruence

A: Experiment with transformations in the plane

4:
Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. How would you decide which students to pair for this activity?

2. What do the pairs learn from sharing their work with each other?

3. Why is it important to give students time to work with their peers?

School Details

Cohen College Prep
3520 Dryades Street
New Orleans LA 70115

Data Provided By:

Teachers

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Students in Meghan Mekita's tenth grade geometry class deepen their understanding of transformations by working with their peers. They work in pairs on an activity where they must demonstrate their understanding of transformations by connecting two shapes with an arrow and word card. One pair collaborates with another pair in order to discuss their answers.

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February 15 Video
(from 5:13-11:53)

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January 25 video

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Reading Apprenticeship at WestEd - Biotechnology

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The students in Ericka Senegar-Mitchell's class are weeks away from graduation. Many are heading directly into careers, with biotechnology high on the list. As students interview each other about a technical paper they have just taken up, we recognize a class in which confidence and competence have emerged from consistent challenge and support.

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Spanish: Interpreting Picasso's Guernica Video

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Spanish: Interpreting Picasso's Guernica Video

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March 1 video

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TFL: Spanish: Interpreting Picasso's Guernica

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Teacher resources and professional development across the curriculum

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March 15 video (not used for norming)

Jess Gorham and Beth Nowak share a few ideas on how to document your Strategy Study using the Zoom template.

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History: Making the Declaration of Independence Come Alive

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History: Making the Declaration of Independence Come Alive

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March 27 video

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Making the Declaration of Independence Come Alive

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Team teachers, Jason David and Emma Katz-Nelson, bring the Declaration of Independence to life in an engaging lesson that examines the historical document and helps students to construct meaning based on its historical context and underlying themes.

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If you were interested in the first LIterature Circles video, this follow up is great to watch as well.

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ELA.RL.11-12.2

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature 6-12

11-12: 11th & 12th Grades

2:
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.SL.11-12.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-\x80\x9312

11-12: 11th & 12th Grades

1a:
Initiate and participate effectively in a range of collaborative discussions (one on
one, in groups, and teacher-led) with diverse partners on grades 11-\x80\x9312 topics,
texts, and issues, building on others'\x80\x99 ideas and expressing their own clearly and
persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well reasoned
exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as
needed.

c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.L.11-12.6

Common core State Standards

ELA: English Language Arts

L: Language Standards 6-\x80\x9312

11-12: 11th & 12th Grades

6:
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does Mr. Halle-Erby strategically use groups to support learning and foster collaboration during the lesson?

2. |What scaffolds does Mr. Halle-Erby have in place to support his English Language Learners?

3. |How does Mr. Halle-Erby collect and use formative assessment data?

School Details

S.F. International High School
1050 York Street
San Francisco CA 94110

Data Provided By:

Teachers

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Kyle Haller-Erby teaches a senior seminar class that helps newcomer English Language Learners build literacy skills to prepare them for college. Once a week, the class engages in a literature circle. First, students work in a heterogeneous group to read a chapter and complete an individual response.