Administrator Sesions:
Crafting Lessons through Analysis of Practice
for Grades 6-9
Sequence of Sessions
Overarching Objectives of this March 2015 Network Team Institute

Participants will be able to identify, practice, and use best instructional moves and scaffolds for chosen common core standards.
High-Level Purpose of this Session
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Participants will examine ways to customize a lesson in order to empower teachers to reach their classroom goals while growing in both their
understanding of the curriculum and in their pedagogy and practice. They will explore approaches for professional development that provides
structured planning time designed to deepen data analysis and develop Profound Understanding of Fundamental Mathematics.
Participants will be prepared to implement the modules and to make appropriate instructional choices to meet the needs of their students while
maintaining the balance of rigor that is built into the curriculum.
Related Learning Experiences
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This session is part of a series exploring implementation of A Story of Ratios and A Story of Functions. Sessions on Crafting Teaching Sequences for
Extended Interventions will also develop teachers’ ability to customize the curriculum to meet the specific needs of their students.
Module Focus sessions also support implementation of the curriculum by closely examining each module in A Story of Ratios and
A Story of Functions.
Key Points

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Using the Prepare-Teach-Assess-Analyze protocol, teachers can examine and anticipate where students might struggle in order to make changes and
customizations that will benefit student learning in subsequent lessons.
Observation is a critical tool in using this protocol successfully.
Session Outcomes
What do we want participants to be able to do as a result of this
session?
How will we know that they are able to do this?
 Participants will become familiar with a protocol to customize lessons from
A Story of Ratios and A Story of Functions in order to facilitate greater
understanding of mathematics based on their own classroom needs. They
will explore approaches for professional development that provide
structured planning time designed to deepen data analysis and develop
Profound Understanding of Fundamental Mathematics.
 Participants will be prepared to implement the modules and to make
appropriate instructional choices to meet the needs of their students while
maintaining the balance of rigor that is built into the curriculum.
Participants will be able to articulate the key points listed above and will
demonstrate the ability to develop a plan for implementing the curriculum to
meet the specific needs of their students.
Session Overview
Section
Introduction
Teach the Lesson:
Part 1
Teach the Lesson:
Part 2
Revisit, Repeat, and
Implement
Session Roadmap
Time
Overview
Prepared Resources
•
20 min
Begins to explore how to craft
lessons by going through a
thorough analysis of sample
lessons.
•
79 min
Explores using and analyzing a
demonstration lesson while
following the protocol to work
through the process.
85 min
Continues the exploration of the
analyzing process using a second
demonstration lesson.
190 min
Repeats the earlier processes from
previous sections with a focus on
discovering ways to improve
implementation.
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Facilitator Preparation
Crafting Lessons through
Analysis PPT
Crafting Lessons through
Analysis Facilitator Guide
Review Crafting Lessons through
Analysis PPT and Facilitator
Guide
Crafting Lessons through
Analysis PPT
Crafting Lessons through
Analysis Facilitator Guide
Review Crafting Lessons through
Analysis PPT and Facilitator
Guide
Crafting Lessons through
Analysis PPT
Crafting Lessons through
Analysis Facilitator Guide
Review Crafting Lessons through
Analysis PPT and Facilitator
Guide
Crafting Lessons through
Analysis PPT
Crafting Lessons through
Analysis Facilitator Guide
Review Crafting Lessons through
Analysis PPT and Facilitator
Guide
Section: Introduction
Time: 20 minutes
In this section, you will begin to explore how to craft lessons by
going through a thorough analysis of sample lessons.
Materials used include:
 Crafting Lessons through Analysis PPT
 Crafting Lessons through Analysis Facilitator Guide
 Crafting Lessons through Analysis Handout
Time Slide # Slide #/ Pic of Slide
1.
Script/ Activity directions
Put 2 copies of the Observation Recording Sheet for each participant in one
pile face down under the materials basket of the table.
Put 1 copy of the Pre and Post Conference recording sheet for each
participant under the ORS.
10 min
2.
Welcome participants and introduce presentation team.
Poll the participants by playing Stand up, touch down: Ask all participants to
stand. For each statement you make, they will remain standing if it is true for
them. They will sit if it is false.
- You are a 6th grade classroom teacher. 7th grade. 8th grade.
9th grade. Student teacher.
- You are a math coach. Coordinator. Resource teacher.
- You are a school-level administrator. District-level
administrator.
- You are using the lessons on a daily basis. To supplement your
instruction.
Directions to the Facilitator. Establish a method such as hand clapping to
return to unify and get quiet.
1) Have participants stand.
GROUP
2) Reflective Question: “How have you been supported in analyzing and
improving your teaching practice? How effective has that support
been?”
3) Ask the participants to find a partner at a different table with whom
to share for 1.5 minutes their experience (Signal to change partners.)
4) As participants share, circulate and possibly pass out Share it! Cards.
3.
10 min
4.
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2 minutes to read
3 minutes for the protocol
5 minutes to share with whole group.
Directions: Have participants use Protocol A, Save the Last Word for Me to
read page 2,
“Welcome to Crafting Lessons Through Analysis of Teaching Practice” of
their participant packet in triads.
Section: Teach the Lesson: Part 1
Time: 53 minutes
In this section, you will watch a demonstration lesson and
Materials used include:
analyze it follow the protocol to more thoroughly understand the
 Crafting Lessons through Analysis PPT
process.
 Crafting Lessons through Analysis Facilitator Guide
 Crafting Lessons through Analysis Handout
Time Slide # Slide #/ Pic of Slide
1 min
5.
Script/ Activity directions
Introduce the teacher and express thanks!
This morning we will be watching the teaching of Danielle Goedel.
https://www.youtube.com/watch?v=RmVyw3smE6I&list=PLoIZlGt1KE_yZ
LxGnIyraIgyzM8FqD9s7&index=21
20 min
6.
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A - 4 minutes
B - 4 minutes
C - 2 minutes
D - 5 minutes
Whole Group shares out (5 minutes)
The first lesson that we will study is from Grade 9, Module 4 Lesson 9 on
graphing quadratics in factored form.
A: Complete the student work to be done during the lesson. (4 minutes)
B: Study and write notes on the complexities of each problem and read
through the Lesson Summary questions.
Further suggestions to facilitator:
• Make notes on problem as well as the sequences and
progressions throughout the problems
• (e.g., pictorial to abstract, smaller to larger numbers,
single to multi-step problems).
• The new complexities are “rungs” of the ladder.
• Answer the Lesson Summary questions, always
anticipating how students will respond. Please
include the question, “What might be the title of our
math lesson today?” or “What was the goal of today’s
math lesson?”
C: Anticipate where students might struggle. (2 minutes)
GROUP
Have participants write notes as to where challenges
might arise.
D: Briefly study the entire lesson, how it leads to students’ independent
success. What customizations might you consider? (4 minutes)
•
20 min
7.
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•
•
A - 3 minutes
B - 7 minutes
C - 7 minutes
Whole Group shares out (3 minutes)
Part 2: Prepare through collaboration and practice.
A: Silently read through the pre and post conference protocol. Share
thoughts within a partner or triad. (4 minutes)
B: Watch a pre-conference. (7 minutes.)
C: After viewing, share reactions. Consider with a partner or within a triad
the impact of the conference on the teacher’s preparation and teaching. (3
minutes)
• What positive statement might you have given the teacher
during deliberate practice?
• What “push” might you have given the teacher during
deliberate practice?
• Have you ever engaged in deliberate practice? What was
your experience? What do you think the teacher experienced
emotionally? Professionally? What might it have been the
experience of the person giving the “pushes”?
• Share out whole group.
12 min
8.
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•
•
A - 2 minutes
B - 10 minutes
Whole Group shares out 2 minutes
• A: Participants read from Appendix D: Protocol F and Appendix E:
Stems for Deliberate Practice. Clarify the process.
• B: Deliberately practice one of the fluency components within the
lesson in a triad. One participant as the ‘teacher’, one as the
‘student’, and one as the ‘pusher.’ (10 minutes). The “student” can
give a push, too.
Section: Teach the Lesson: Part 2
Time: 90 minutes
In this section, you will explore the second half of the lesson to
continue working on ways to analyze and apply the process.
Materials used include:
 Crafting Lessons through Analysis PPT
 Crafting Lessons through Analysis Facilitator Guide
 Crafting Lessons through Analysis Handout
Time Slide # Slide #/ Pic of Slide
25 min
9.
Script/ Activity directions
•
•
•
A - 10 minutes
B - 15 minutes
Whole Group shares out 3 minutes
Part 3: Teach the lesson.
A: Watch the second half of the demonstration lesson, the CD, Exercises, and
Lesson Summary components while noting on the observation document
the time, what students are doing and saying, what the teacher is doing and
saying. (10 minutes)
B: After the lesson
Step 1: Again have participants review their observation notes from
beginning to end with a colleague, both the experience of taking the notes
and what your notes look like, their strengths and weaknesses. Have them
create the action of the lesson moment by moment from their notes, adding
GROUP
detail as necessary. (The participants may want to watch certain segments
again. That is fine.) (5-8 minutes)
Step 2: Once the participants are able to reconstruct the lesson using
their notes refer back to the fluency and application problem of the
curriculum and make notes directly on the document about the
customizations. Compare the actual experience to what is in the curriculum
and to what the teacher proposed in the pre-conference. (4 minutes)
Step 3: Have participants silently write about student learning that
took place and the specific teacher actions and words that made it
successful. Ask them to be specific. Was there anything from the teacher’s
practice that you would like to incorporate into your own. Write down that
learning. Have them do the same with what was not successful. Share out
writing in small groups. (6 minutes: 3 minutes to write, 3 minutes to share.)
20 min
10.
20 min
11.
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•
•
•
•
A - 8 minutes
B - 2 minutes
C - 3 minutes
D – 8 minutes
Whole Group shares out 4 minutes
Part 4: Assess, analyze, and collaborate.
A: Watch the post-conference making notes on the post conference form. (8
minutes)
B: Compare notes with a colleague reconstructing what took place in the
post conference. (4 minutes)
C: The coach made an effort to get into the specifics of the mathematics and
how precisely it was taught. What evidence is there in the post conference
of that effort? How did the move to precision and specificity change the
conference? (3 minutes)
D: Deliberately practice the same component practiced by the teacher in
triads or one based on a “push” you would give. (8 minutes)
C: Read the teacher’s reflection on the total experience and silently write
one of your own. Share your thoughts with a triad.
25 min
12.
25 minutes
• A - 8 minutes
• B - 2 minutes
• C - 3 minutes
• D – 8 minutes
• Whole Group shares out 4 minutes
Part 4: Assess, analyze, and collaborate.
A: Watch the post-conference making notes on the post conference form. (8
minutes)
B: Compare notes with a colleague reconstructing what took place in the
post conference. (4 minutes)
C: The coach made an effort to get into the specifics of the mathematics and
how precisely it was taught. What evidence is there in the post conference
of that effort? How did the move to precision and specificity change the
conference? (3 minutes)
D: Deliberately practice the same component practiced by the teacher in
triads or one based on a “push” you would give. (8 minutes)
C: Read the teacher’s reflection on the total experience and silently write
one of your own. Share your thoughts with a triad.
Section: Revisit, Repeat, and Implement
Time: 41 minutes
In this section, you will repeat the earlier processes from
previous sections with a focus on discovering ways to improve
implementation.
Materials used include:
 Crafting Lessons through Analysis PPT
 Crafting Lessons through Analysis Facilitator Guide
 Crafting Lessons through Analysis Handout
Time
Slide # Slide #/ Pic of Slide
Script/ Activity directions
1 min
13.
Possible watch the grade 6 lesson or the RWBE video and have
administrators prepare a post conference.
30 min
14.
20 minutes
• A - 5 minutes
• B - 8 minutes
• Whole Group shares out 3 minutes
Menu of Options
Plan the subsequent lesson.
Collaboratively consider how best to return to your school sites and
implement some or all of these structures, cycles, practices, and concepts.
GROUP
10 min
15.
It has been suggested that courage is fear transformed. In light of this, take
a moment to reflect in writing about the following considerations. Share
your observations with your partner.
Use the following icons in the script to indicate different learning modes.
Video
Reflect on a prompt
Active learning
Turnkey Materials Provided
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Crafting Lessons through Analysis of Practice PPT
Crafting Lessons through Analysis of Practice Facilitator Guide
Crafting Lessons through Analysis of Practice Participant Handout
Additional Suggested Resources
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A Story of Ratios Year Long Curriculum Overview
A Story of Functions Year Long Curriculum Overview
Turn and talk