Lesson 1: Lesson Plan Structure

Return to: Unit 3: Creating a Lesson Plan to Teach The Mathematician's Plan

Return to: Mini-course: The Mathematician's Plan: Promoting Thinking In Math

Continue to: Lesson 2: Creating Your Own Lesson Plan

Learning Objectives

Participants will learn the overall structure of a lesson plan that teaches one step of the Mathematician's Plan.

Do Now

Pick one step of the Mathematician's Plan. Identify the sub-steps and the student thinking behind it.

Teaching Points (Aim)

First let's talk about Teaching Points. When creating a lesson around the Mathematician's Plan you will pick a step first. From there, a teaching point can be created. Below is a list of possible teaching points broken down by step of the Mathematician's Plan.

Read and Interpret the Question

Mathematicians interpret the question by asking: What is this question asking? What is my plan to solve?
Mathematicians sometimes draw a model, write an equation, or make notes to help them understand what's happening in a problem.
Mathematicians always make a plan before starting to solve a problem.

Use Your Plan to Solve

Mathematicians label what each calculation represents in the problem as they solve.
Mathematicians organize their workspace and write neatly.
Mathematicians leave space to solve the problem using a second strategy and write neatly so anyone can see how they solved.
Mathematicians choose a strategy that works best for them to solve each problem.

Check Your Work

After solving, mathematicians re-read the question and ask themselves: Did I answer the question completely?
After solving, mathematicians re-read the question and ask themselves: Does my answer make sense?

Lesson Structure

Purpose

One of the most important parts of this lesson is the discourse facilitated by the teacher. This discourse “involves a set of commitments that distinguish it from other types of discourse”. These commitments are to “progress, seek common understanding, and to expand the base of accepted facts” (Scardamalia & Bereiter, 2006, p.102) In addition, there is time for students to reflect on their problem solving strategies as well as their overall score and goals."When teachers maintain an environment in which the development of understanding is consistently monitored through reflection, students are more likely to learn to take responsibility for reflecting on their work and make the adjustments necessary when solving problems” (Capraro, 2001, p.10). This lesson leaves room for student thinking, sharing, and reflection by having a short guided practice. Teachers are not to hog the air time, rather open the floor to students during discourse and reflection.

Structure

Let's take a look at the lesson plan structure. The lesson should be done with a worksheet that has at least 5 and up to 10 word problem questions.

Guided Practice

Teacher states the teaching point very clearly.
Teacher demonstrates the teaching point through an example question for students to watch. Teachers should be doing think alouds to narrate the teaching point and the thinking behind it.
This should take no more than 10 minutes.
Teacher focuses on teaching point, not necessarily the math.

Independent Practice

Teacher launches independent practice by setting expectations around student thinking, reiterating the teaching point, as well as the environment.
Students should have their worksheets and pencils. Teacher should have a checklist with student names, question numbers, and space for notes. Teacher should also have completed worksheet.
During this independent work time the teacher is doing two things. First, the teacher is quickly marking on the checklist which students got the questions right or wrong. Second, teachers are going to pre-determined students for on the spot coaching. Students do not raise their hands. The teacher only coaches the students identified prior to the lesson.
The tone should be positive but urgent. This should take no more than 20 minutes.

Discourse

The teacher strategically selects a question that many students answered incorrectly AND demonstrates the teaching point.
Teacher must select two samples of student work for the discourse. One should have the correct answer and one should have the incorrect answer
The teacher leads the discourse by asking the two sample students how they got their answer. The teacher should ask open ended questions and guide discourse around the teaching point.
At the end of the discourse the teacher should clearly state the teaching point again.

Score and Reflection

Teacher facilitates a trade and grade. Students trade worksheet with a peer, teacher gives all answers, students grade peer papers and pass back.
Teacher allows students to reflect on their work, make goals for the next lesson, and celebrates students who achieved their goals.

Reflection

Click HERE
Enter this code: MZ5FNY
Answer questions around why each part of the lesson structure is important.

References

Capraro, M. M. (2001). Defining Constructivism: Its Influence on the Problem Solving Skills of Students. Retrieved from http://search.ebscohost.com.libproxy.albany.edu/login.aspxdirect=true&db=eric&AN=ED452204&site=ehost-live

Scardamalia, M., & Bereiter, C. (2003). Knowledge building. Scardamalia_Bereiter_2003KB.pdf Scardamalia_Bereiter_2003KB.pdf - Alternative Formats In Encyclopedia of education, second edition. New York: Macmillan Reference, USA.