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weave these concepts into collaborative planning sessions

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teacher was responsive in providing multiple entry points based on self-assessment.

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Blended Learning is a combination of online & in-person learning experiences. In this lesson seed we used card sort, individual extension, pinch cards, and an online discussion board on error analysis.

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Teachers facilitates small group and collaborative learning experiences.

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Teachers facilitates small group and collaborative learning experiences.

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Looking for creative ways to both personalize learning and using creative resources and expect creative products.

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Helping teachers find quick ways to do formative and summative assignments so teachers can use data in real time to inform lesson pathways during a class period(i.e continue practice, additional instruction, continue forward with new topics)

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Helping teachers find quick ways to do formative and summative assignments so teachers can use data in real time to inform lesson pathways during a class period(i.e continue practice, additional instruction, continue forward with new topics)

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Blended learning does not have to be all Technology related.  Pinch cards, sentence strips, along with technology, I guess blend them all in.

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Blended learning does not have to be all Technology related.  Pinch cards, sentence strips, along with technology, I guess blend them all in.

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Helping students effectively utilize digital tools to support areas of strength and weakness while balancing curricular demands

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Helping students effectively utilize digital tools to support areas of strength and weakness while balancing curricular demands

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We used only paper resources in the beginning but then augmented the digitally when we used the class discussion and padlet.

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by scaffolding the steps to solve the problem students were able to think critically to solve the problem and give the correct justification for their reasoning in coming to that conclusion.

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Students had to make sense of the equations/steps and the teacher provided different entry points from which to scaffold concepts for students
In justifying the properties used in each step, there was opportunity for students to construct arguments and critique others' reasoning. Others' reasoning and attendance to precision is utilized in the error analysis.

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Students worked in groups to solve problems and then needed to defend those answers in discussion board posts to compare a similar error analysis problem.

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Students worked in groups to solve problems and then needed to defend those answers in discussion board posts to compare a similar error analysis problem.

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Students were able to look for and make sense of structure by noting the pattern of problem solving.

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Students were able to look for and make sense of structure by noting the pattern of problem solving.

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Helping teachers merge their current strategies with digitally-enhanced and responsive strategies.

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Students worked in groups and individually doing activities that fit their needs.  Teachers were responsive to student needs

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Teacher grouped students according to self-assessment. Problem sets were developed to provide support based on self-reflection. Students were able to interact with the information and use a variety of math skills in drawing conclusions and reaching agreement

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Teacher grouped students according to self-assessment. Problem sets were developed to provide support based on self-reflection. Students were able to interact with the information and use a variety of math skills in drawing conclusions and reaching agreement

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Providing teachers time to upload and create resources in Schoology such as common assessments

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Providing teachers time to upload and create resources in Schoology such as common assessments

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During the differentiated lesson, I believe all 8 SMPs were clearly evident.

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During the differentiated lesson, I believe all 8 SMPs were clearly evident.

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Creating some resources digitally like we had in the discussion board so teachers can worry more about the concepts and questioning and less on the creation of presentation materials.

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Students reasoned abstractly and quantatively, constructed arguments, looked for structure

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Students reasoned abstractly and quantatively, constructed arguments, looked for structure

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Initially as students we self-identified as "confident, somewhat confident, or not confident" in algebra. Then as students we worked collaboratively in our group to complete the initial activity, then we participated in a whole group activity and finally in an individual discussion activity. The teacher collected data on us as we worked on all three aspects of this lesson seed. We used print and digital resources to accomplish our goal of revisiting multi-step equations.

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We had students use a discussion board in order to critique another problem to show our understanding of a mathematical concept.

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Students had to construct viable arguments with their teammates in order to figure out the order of each step.

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As students, we were required to use SMP 2, 6, and 7 in the equation activity.

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Students were required to make sense of the problem and preserve in solving them.  They had to construct arguments and if there was disagreement, discuss with team members and rationalize their response using mathematical terminology.  

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Students were required to make sense of the problem and preserve in solving them.  They had to construct arguments and if there was disagreement, discuss with team members and rationalize their response using mathematical terminology.  

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The lesson required students to look for structure and work with others to reason through the ways to solve the problems.

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The lesson required students to look for structure and work with others to reason through the ways to solve the problems.

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We were critiquing and justifying student work as we reordered the steps in group C. We had to justify the order of the steps while teammates asked questions.

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We had to make sense of the problem and persevere through.  We had to examine what we were given and then determine what was being asked of us to solve the problems.  Additionally, we critiqued reasoning when worked through the problems and we used the available structures to complete the problems