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Familiar with the components of lesson

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You’re doing fine Courtney

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It seemed a little challenging, ensuring that the synthesis was whole group.  There wasn't too much check for understanding, but I think it's a little different with adults

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The language and wording is often challenging to comprehend.

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Opportunity to apply or model maths to the problems

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The structure itself could be a challenge since 6th graders come into MS without essential skills, so going off script is a thing

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Familiar: explicit warm-up/cool down time      possible challenges: deeply planning the synthesis portion so that students don't feel lost or like they don't understand what they are supposed to be doing

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I think the structure seems like a fairly standard and intuitive way to organize a lesson, though I do agree with what someone said about how it's sometimes hard to fit it all into 1 lesson. The main challenge for me is ensuring student participation in the activities in a distance learning format.

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Familiar: Warming up first and giving students a preview of concepts to come.  Challenging: Giving students ample independent practice to be able to synthesize their learning.

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Would vocabulary be interwoven or can it be made into an activity?

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Lesson synthesis is always a challenge.

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I'm challenged by the idea of creating a rhythm around multiple activity synthesis moments.

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Basically, this seems like a familiar structure from other places, (Understanding by Design, etc...) but we are only given 30 minutes of face time with the kids during Distance Learning,  and these lessons feel very dependent on teacher questioning to move the lesson forward.

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What feels challenging is gathering evidence of student thinking, seeing their work, circulating to different groups, etc.

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Familiar:Lesson structure and purpose of each section; INTRODUCING concepts THROUGH problem solving; role of teacher as facilitator

Challenging: crafting questions to address the anticipated misconceptions that may come up that do not appear in the teaching notes for IM; simultaneously making thinking visible while facilitating the conversation (May need to chart on wall instead of digitally)

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The invitation to the mathematics felt familiar because it was a key take-away of mine from yesterday's meeting

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The lesson structure feel familiar, since I have been teaching it for a couple of years.  What seems challenging to me are; deciding how to capture student thinking/ideas, deciding how student will turn in work, and grading for mastery.

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The problem solving structure feels familiar. However, I don't feel like I really understand what was the problem in this one. Figuring out you can subtract based on Diego's method?

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I always think it is nice to have it set up with student summarizing their learning that can be emphasized by the lesson synthesis

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i like how the warm up is time to practice discussion and procedural fluency that might not be the previous days lesson.

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lesson synthesis can be challenging. all students are at different points in their understanding after just one lesson with any new content

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Cool down as an allocated time. All of my lessons have a closure, but not all of them have an explicit cool down.

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The lesson structure is intimidating in the scope and timing of it. I worry about fitting everything into a lesson

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I want to provide the best virtual experience I can while being responsive to the needs, trials, frustrations, fear, and revelations about the joy of learning math in this "new normal".

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I'm forced to do this on my phone as many of my students will be. I'm blessed for this inconvenience so I can experience first hand their frustrations.

I'm realizing that I want my math class to feel like problem solving and helping each other. Every tech problem is an extra chance to practice problem solving which supports resiliency in math. I want to make sure to celebrate that.

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Math should sometimes sound like a passionate school appropriate argument/debate.

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positive discourse with one another, challenging frames of thinking

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1) Students asking questions, communicating ideas with each other, and showing work 2) Students understand that not only is it ok to fail, it is imperative in order to grow as much as possible, given any learning process, math included. Therefore, students have a growth mindset and persevere even when they are struggling

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Opportunity to communicate their mathematical thinking

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Approaching problems from different angles; Dynamic and different questions being asked

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I want the culture to be where mistakes are safe.

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being able to self monitor their progress

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I want doing math to look similar to last year.  I would still like the ability to orchestrate conversations and facilitate learning.  I believe this can be achieved through the zoom interface and breakout rooms.

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Students feeling comfortable enough to take risks

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I think doing math this year will look is getting kids to feel safe enough to take risks and being willing to share their voices.  Making sure students feel confident

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2. Risk taking, emphasis of the methods rather than just the "one right solution"

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Math culture should be positive and constructive

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I want doing math to be students engaging in the tasks.  I want it to sound like questions.

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Encouraging, thoughtful, critical, empowered

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100% of students doing 100% of math 100% of time

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Students learning, students participating, student voice.

Culture of learning and problem solving.

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I want there to be conversations between students about math. I want people to stop pretending that Math is harder than other subjects. I just want adults to stop saying, "I am bad at math too."

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Doing Math looks like discussion both live and asynchronous online

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actively seeking for a reasonable justification/solutions

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-Doing math should feel collaborative and engaged with the student's own lived experience

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1, students using mathematical language to demonstrate/communicate their understanding

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Students producing the math and learning independently

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I want Math to look like kids challenging themselves to learn the content and ask for help when appropriate. I want kids to feel like they are capable of learning any subject, granted they push themselves.

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To the extent possible, I hope that doing math involves question asking, exploration of ideas, struggle, collaboration and fun.

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a math culture of doing the best you can and being curious

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scribbling down work and trying to share through the webcam peephole

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1. Definitely problem solving... choosing different tools and strategies.

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Culture = safe; comfortable; fun

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I want it to be noisy (with passion, not chaos).

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I want a math culture that heals instead of harms.

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Students willing to take risks without feeling self conscious

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I want 'doing math' to feel like critical thought, regardless of whether numbers are involved

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Safe schools