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The pre-planning allowed us to see & share the many ways we could anticipate HOW students would solve the problem, as well as where they'd make mistakes.

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Anticipating barriers helped to quell misconceptions

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It was good to be able to talk with other educators and share/hear where they thought students would have difficulty.  It allowed me to anticipate barriers I did not think of on my own.

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It was good to be able to talk with other educators and share/hear where they thought students would have difficulty.  It allowed me to anticipate barriers I did not think of on my own.

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It was great figuring out the common mistakes the students would make.

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Broke questions up into separate parts.

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Helped To anticipate their mistakes

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I was able to anticipate areas of difficulty and how they might solve the problem and be ready to guide the discussion.

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allowed me to prepare for the parts that might get the kids stuck and therefore scaffold them in the right direction.

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We worked in groups

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Small groups of 3

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I moved my students into groups of 4.

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I didn't change the way my classroom is setup, but it's in small groups, and this allows for students discourse to naturally happen. They then rotate to the group across from them to look at their work, which has eliminated a lot of "wandering", but still allows for a "gallery walk" of some sort.

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think-pair-share

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I put students in groups and had them solve the task standing at dry erase boards around the room

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I put students in groups and had them solve the task standing at dry erase boards around the room

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allowed for better responses to student work

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allowed for better responses to student work

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I could anticipate mistakes that the students might make and be prepared.

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I created a template that made the prompt more MCAS Open Response like with the question laid out in parts so the students could discuss the question easier when it came time to discuss solutions.  "For Part A I did..."  etc.

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I created a template that made the prompt more MCAS Open Response like with the question laid out in parts so the students could discuss the question easier when it came time to discuss solutions.  "For Part A I did..."  etc.

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The discourse after the fact

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pre-planning definitely helped for anticipating the difficulties and coming up with scaffolding.

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pre-planning definitely helped for anticipating the difficulties and coming up with scaffolding.

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They were most engaged in plotting the points.

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Thinking about what they will have the most trouble with was good preparation

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sequencing

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Pre-planning allowed me to see the different ways that students may solve and also find common 'oops' that they may make.

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sequencing

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set them up in groups , but groups close enough that they could hear what other groups were saying, or ask another group for assistance.

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The preplanning help me to select suitable materials to help them with the performance task.

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The preplanning help me to select suitable materials to help them with the performance task.

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The Zero Practice of prepping before the performance task helped me to better understand what students might struggle with during the task.

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The Zero Practice of prepping before the performance task helped me to better understand what students might struggle with during the task.

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sequencing

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Fantastic co working where everyone shares new ideas to the same problem.

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doing the math allows for mis-steps

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my students are allowed to work with each other and take advantage of the different seating I have available 

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my students are allowed to work with each other and take advantage of the different seating I have available 

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filling out the array after it had been set up

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The students worked in groups, and I could hear the ones that knew they had to divide the base were proud.

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Students were most engaged in transferring their work over to large Graph Paper for other groups to look and comment on with post-its.

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Worked in groups and each group had a "runner" (someone who could come to me for a hint or show me their work to tell them if it was or was not correct.)

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The students were allowed to choose their groups and then choose another group to share their responses with

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All of it.

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Most challenging was finding the distances between points.  Many students tried to use rulers as measuring tools.

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Most challenging was finding the distances between points.  Many students tried to use rulers as measuring tools.

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I was able to predict where students may make mistakes while solving, so I was able to already have a set of questions/strategies that would redirect students when I came across these errors.

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Pre-planning allowed us to create the necessary scaffolds to allow students an entry point to engage with their peers.

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allowed for easier access into the kids thinking

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They seemed equally engaged in all sections of the task

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They seemed equally engaged in all sections of the task

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It allows us to see where the students are at, what strategies they are comfortable with, and how we can use those strategies to reach our learning goals

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It allows us to see where the students are at, what strategies they are comfortable with, and how we can use those strategies to reach our learning goals

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Doing Selecting as a group helped planning.

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I was able to prepare accommodations for students who need them.

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I was able to prepare accommodations for students who need them.

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They were engaged from beginning to end. They really enjoyed challenging each other's answers when a group solved another way

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Students worked in partners or groups of 3 to complete the task.

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Made sure not to use grid lines.  Students never questioned why they weren't there.

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Made sure not to use grid lines.  Students never questioned why they weren't there.

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maybe when we have PD we work on several for whatever module we are on or are going to be on before the next meeting.

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Students worked in 3-4 and discussed the problem, then solved it on their own.

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The most challenging step was the selecting because so many students actually wanted to show their work that there wasn't time to allow for everyone's under the document camera.

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doing the math ahead of time and using this math work as our lesson plans if we add notes and time etc.

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monitoring was the most challenging but creating a chart allows it to be easier

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monitoring was the most challenging but creating a chart allows it to be easier

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Pre-planning allowed me to make sure I had a good launch so that my students were invested in the task

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Pre-planning allowed me to make sure I had a good launch so that my students were invested in the task

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Work independently, then share with group.

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Work independently, then share with group.

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sequencing

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Many students noticed the pattern very quickly and were able to plot the points correctly.  Doing the math to find distances was challenging for them.

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Many students noticed the pattern very quickly and were able to plot the points correctly.  Doing the math to find distances was challenging for them.

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If provided more time to collaborate in our content area and plan these lessons like we use to in PLC teams I see the productivity and ability to implement and share resources to help our students be successful to be endless

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If provided more time to collaborate in our content area and plan these lessons like we use to in PLC teams I see the productivity and ability to implement and share resources to help our students be successful to be endless

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Monitoring

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creating dialogue and engaging enough students to further the dialogue

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Students were engaged with setting up outcome tables, some students also did a great job representing probability model.

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Students were engaged with setting up outcome tables, some students also did a great job representing probability model.

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During CPT time or even some PD time, in grade level groups or teams, WITH special education co-teachers, being given time to go through and do the problems so we can talk about anticipating what would help with differentiation throughout the 5 practices.

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Students were engaged throughout the task.

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breaking the figure into right triangles

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Students worked in small groups.

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Continuing to use during CPT

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The planning and anticipation allowed us to take into considerations the students' strength and weaknesses in the topic!

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Teachers were able to discuss challenges that students might face and how to get ahead of these challenges. Teachers were also able to discuss different strategies students would use and how to extend lesson, if needed.

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Groups with chart paper

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Students enjoyed being able to transfer work onto chart paper for other groups to see

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Collaborate with grade level groups during PLCs and dept meetings

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Anticipating how students would respond to the performance task allowed us to understand why students may answer the question as well as prepare us to how to offer corrections.

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Students worked together in groups of 3 with some groups of 4

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Students were most engaged in finding the right triangles necessary to solve the problem

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Encouraging all students to maintain dialogue throughout the activity

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Deciding on CL activities ahead of time and doing the math before hand.

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Students worked independently first, then in groups of own choosing to collaborate and review work