A Story of Units- Student Debrief in Practice
Sequence of Sessions
Overarching Objectives of this May 2013 Network Team Institute
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Participants will understand the focus of each module presented, the instructional path, and the student outcomes; and be ready to teach
and/or prepare their colleagues to teach these modules.
Participants will examine the K–5 progressions documents and the sequence of standards foundational to developing an understanding of
Number and Operations in Base Ten, thereby enabling participants to enact cross-grade coherence of NBT development in the classroom
and to train their colleagues to do the same.
Participants will understand the purpose and implementation of Fluency, Worksheets, Student Debriefs, Exit Tickets, Application
Problems and Conceptual Development within A Story of Units. They will be prepared to use these components as tools through which to
meet the needs of diverse learners.
Participants will examine formal and informal assessment within the Modules and develop an understanding of how to use the data
generated to make instructional decisions.
High-Level Purpose of this Session
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Model, teach and practice the Student Debrief, Problem Set and Exit Ticket instructional routines that support the implementation of A
Story of Units
Understand and articulate how to use the components to differentiate instruction for diverse learners in any given district/school/or
class.
Related Learning Experiences
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This session builds upon the session presented earlier that reviewed all of the components of the Module in anticipation of the deeper
study that would be done in this session
This Module Practice Session will be followed by an opportunity for participants to meet with the curriculum writes to ask questions in an
extended Q&A session that concludes the two day training.
Key Points
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The Problem Set is an important part of both the Concept Development and the Student Debrief
The Student Debrief is an opportunity for students to articulate the new understandings acquired during the course of the lesson.
As the final component in the Student Debrief, the Exit Ticket is an informal assessment that will impact planning for future instruction.
These lesson components should be adapted to meet the needs of specific learners.
Session Outcomes
What do we want participants to be able to do as a result of
this session?
 Model, teach and practice the Student Debrief, Problem Set
and Exit Ticket components of Module 1 that will support
implementation of A Story of Units.
 Understand and demonstrate the components and how they
are to be used for differentiating instruction to meet the
diverse needs of learners in any given district, school, or
classroom to accommodate all children.
How will we know that they are able to do this?
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Participants will identify key ideas of the Student Debrief, Exit
Ticket, and Problem Set components.
Participants will be able to articulate how to implement the
components in Module 1 for a particular grade level (GK-5).
Participants will articulate the function of curricular
components Student Debrief, Exit Ticket and Problem Set and
how they can be used to differentiate instruction.
Session Overview 1:30-2:30
Section
Time
Session Introduction
1:30-1:32
Another Look at
Problem Sets
1:32-1:44
Implementing the
Student Debrief
1:44-1:54
Overview
 Frame session, referencing
workshop agenda.
 Introduce objectives and
sequence for this session.
 Review structure of and function
of Problem Sets
 Discuss concerns and best
practices
Prepared Resources
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•
Session PowerPoint
•
Module 1 for each grade level K,
•
1 and 2ef
Session PowerPoint
Module 1 for each grade level K,
•
1 and 2
Session PowerPoint
•
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•
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Modeling and Practice
1:54-2:10
Model and practice
 Student Debrief
 Exit Ticket
 Problem Set
Facilitator Preparation
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Lesson 1 from the Module
and accompanying Problem
Sets and Student Debrief
Session PowerPoint
Debrief Video
Review session notes and
PowerPoint presentation
Review appropriate module
Review appropriate module
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Review PowerPoint
Review Video
Review the lesson selected
for the debrief activities
and practice the debrief
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Differentiation in the
Student Debrief
2:10-2:25
 Discuss how to these to
differentiate instruction
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Reflection on
Preparation and
Implementation
2:25-2:30
Lesson 1 from the Module
and accompanying Problem
Sets and Student Debrief
Session PowerPoint
 Reflect on what has been
learned
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Review the lesson selected
for the debrief activities
and practice the debrief
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Review Parent Engagement
resources on
EngagenNY.org
Session Roadmap
Section: Introduction
Time: 1:30-1:32
[2 minutes] In this section, you will…
Materials used include:
•
•
Review the agenda in order to frame the session for participants.
Introduce objectives and sequence the session to identify the
focus of the session/
•
Session PowerPoint
Time
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
30 secs.
Slide 1
NOTE THAT THIS SESSION IS DESIGNED TO BE 60 MINUTES IN LENGTH
Grade
band-K2,or 3-5
Turnkey Materials Provided in Addition to PowerPoint:
• Video Clip: XXX (when applicable)
Additional Suggested Resources:
• A Story of Units: A Curriculum Overview for Grades P-5
• How to Implement A Story of Units
This session, Student Debrief in Practice, follows a session on Application and
Concept Development in Practice. It is one session in a three-part series in
which we look at Lesson 1 in order to model, teach, and practice the
instructional routines that will support implementation of A Story of Units.
These sessions also include discussion and practice on ways to differentiate
according to the needs of diverse learners and varied student populations in
any given district, school, or classroom
1 min.
Slide 2
Our objectives for this session are to revisit the modules we explored
yesterday in preparation to :
• Model, teach, and practice the instructional routines that will
support implementation of A Story of Units
• Differentiate according to the needs of diverse learners and
varied student populations in any given district, school, or
classroom
In this session, we will specifically be returning to the Student Debrief,
including another look at Problem Sets and the Exit Ticket. As in the previous
session, our examples will be drawn from Lesson 1 in K-5. While we’ll look at
some examples as a group, you will also have the opportunity to engage with
Lesson 1 of the grade level of your choice.
NOTE TO FACILITOR: CHOOSE ONE OF THE PROVIDED SET, LESSON 1—
MODULE 1, GRADES K–5. BEFORE BEGINNING THE SESSION, LET THE
PARTICIPANTS KNOW THAT YOU’LL BE MODELING FROM GRADE 2
THROUGHOUT THE LESSON. INSTRUCT THEM TO LOCATE THEIR COPY OF
GRADE 2—LESSON 1 AT THIS TIME SO THEY CAN FOLLOW ALONG LATER.
Say:
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•
•
Take a minute to read the session objectives.
Going to prepare you to teach these modules in September, and how
to differentiate this component.
The Problem Set is not completed during the debrief, but is a tool
used to facilitate conversation during the debrief. (Problem Set
minutes are included in Concept Development).
30 secs.
Slide 3
We’ll begin this session by revisiting the structure and function of Problem
Sets, establishing their role within the lessons in A Story of Units. Then we
will address concerns and best practices associated with implementing the
Student Debrief. Later in the session, we’ll model and practice this
components, discuss how we can differentiate to support varied learners, and
take some time for reflection and planning.
Section: Another Look at Problem Sets
Time: 1:32-1:44
[12 minutes] In this section, you will…
Materials used include:
Session PowerPoint
Module 1
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Review what was learned in the previous Lesson Study about Problem
Sets to prepare participants to be able to support the use of Problem
Sets.
Identify concerns about implementation and plan for response to enable
effective implementation.
Discuss potential solutions in order to plan for effective implementation.
Time
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
3 mins.
Slide 4
In our previous Lesson Study, you had an opportunity to examine a
Concept Development in A Story of Units, so you have seen how the
Problem Set supports the student learning taking place within this part
of the lesson.
Grade
band-K2,or 3-5
As part of the Concept Development, students may be asked to complete
a Problem Set. This Problem Set is included as one of the reproducible
pages with each lesson. These may be completed independently or with
teacher guidance – another opportunity for making instructional choices
that serve your students – and are often reviewed in class as part of the
lesson.
The Problem Sets often include fluency pertaining to the Concept
Development, as well as conceptual and application word problems. The
primary goal of the Problem Set is for students to apply the conceptual
understanding(s) learned during the lesson.
2 min
Slide 5
Just as we practiced implementing instructional routines associated with
Application Problems and Concept development, let’s take a few minutes
here to practice differentiation of these lesson components.
Choose from the set of Lesson 1 materials provided. With partner,
discuss how you might adapt the Application Problem or Concept
Development. Develop your own sample dialogue for one of these
lesson components, keeping in mind the needs of a specific student
population. If you complete this activity before our time is up, look at
another example of this lesson component and consider other ways to
differentiate these materials.
Allow 6 minutes for this activity. Participants may choose a lesson
component to consider during this activity, or you may assign certain
tables to look at either the Application Problem or Concept Development.
Advance to the next slide.
8 mins.
Slide 6
Just as we practiced implementing instructional routines associated with
Application Problems and Concept development, let’s take a few minutes
here to practice differentiation of these lesson components.
Facilitator: You may do the lesson suggested or follow the instructions
below and choose a lesson you find appropriate for your audience.
Choose from the set of Lesson 1 materials provided. With partner,
discuss how you might adapt the Application Problem or Concept
Development. Develop your own sample dialogue for one of these
lesson components, keeping in mind the needs of a specific student
population. If you complete this activity before our time is up, look at
another example of this lesson component and consider other ways to
differentiate these materials.
Allow 6 minutes for this activity. Participants may choose a lesson
component to consider during this activity, or you may assign certain
tables to look at either the Application Problem or Concept Development.
Advance to the next slide.
Facilitator: If you use the current slide- the dialog could be:
•Where to find lesson: Last blue tab (K-5): Lesson 1
•Complete the problem set
•Take 6 minutes to analyze with your partner:
• Which question(s) would you make mandatory?
• HINT: Take a careful look at the sequence of
problems to make sure there is a balance of all
problem types and complexities
Section: Implementing the Student Debrief
Time: 1:44-1:54
10 minutes] In this section, you will…
Materials used include:
•
•
Time
Discuss best practices and concerns for implementing the Debriefs
in order to enable effective implementation.
Discuss ways to implement the Debriefs in order to build the
participants skill set.
Slide #/ Pic of Slide
•
•
Session PowerPoint
Module 1
Lesson 1
Script/ Activity directions
GROUP
1 min.
Slide 7
Now that we’ve taken one last look at the Problem Set – which is really a part of
the Concept Development – let’s move on to the final lesson component, the
Student Debrief. Before we model and practice this part of the lesson, we’ll
spend a few minutes discussing any concerns and best practices associated with
the Student Debrief.
2 mins.
Slide 8
Before we move forward, recall what we learned in our Lesson Study about the
Student Debrief.
Function of Student Debrief:
• Check work
• Students articulating objective after experiencing the lesson (in contrast
to previous methods of teaching where objective is given straight away.)
• Center of the lesson. Planning should come from Student Debrief
• Encourages flexibility in thinking
“Exit Tickets” close the Student Debrief component of each lesson.
7 mins
Slide 9
Just as we did in the earlier sessions, let’s surface some of the concerns and
solutions you have regarding the Student Debrief.
NOTE TO FACILITATOR: Prepare this slide in advance based on the concerns that
are submitted during the Lesson Study. Be prepared to provide the answers if the
tables do not generate correct responses.
Open the floor for participants to voice their concerns and share solutions. Allow
3 minutes for open sharing. As this time of open sharing draws to a close, click to
advance summary. Point out the most frequent solutions if they have not
already been voiced during this period.
Now let’s consider how you might address the concerns that have been shared
by the group. Take 2 minutes to brainstorm at your table. As you anticipate
Grade
band-K2,or 3-5
potential roadblocks, think about how you might navigate through them
successfully.
Allow 2 minutes for brainstorming, then click to the next slide.
Section: Modeling and Practice
Time: 1:54-2:06
[12 minutes] In this section, you will…
Materials used include:
•
•
See models of student debriefs in order to build content
knowledge
Practice models of Debriefs in order to improve teacher skills
Time
Slide #/ Pic of Slide
30 secs.
Slide 10
7 mins.
Slide 11
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•
•
Grade 2 Module 1
Session PowerPoint
Debrief Video on EngageNY
Script/ Activity directions
GROUP
Let’s take a few minutes now and look at the Student Debrief in Grade 2—
Lesson 1. As I model this part of the lesson, keep in mind the concerns we just
shared. How are my instructional choices addressing those concerns?
Grade
band-K2,or 3-5
Note to Facilitator: The Fishbowl is a great technique for modeling instructional
strategies because you can have participants model actual student issues
allowing you to role play best practices to meet those needs. It is important to
practice the Fishbowl or use the Video of Robin Ramos Fishbowl Debrief. Remind
the participants that you’ll be Fishbowl modeling from GRADE 2. Make sure they
have their copy of GRADE 2—LESSON 1 Debrief so they can follow along. Note to
Facilitator: Lead the participants through the Student Debrief from your selected
Lesson 1. Be sure to demonstrate the type of support you would provide to
students who are inexperienced with this process – lots of questions, prompts,
cues, wait time, feedback and praise – even though the adult learners in your
session could navigate this without your assistance.
Also, be sure to include the EXIT TICKET as you model this debrief. Be sure that
participants understand that the Exit Ticket is a component of the debrief.
Reiterate the role of the Exit Ticket as an informal assessment that will impact
planning for future instruction.
Be prepared to discuss various possible instructional choices in the lesson. How
did you choose to approach this debrief, and what other equally valid choices
might you have made?
Because the Student Debrief is designed to consolidate the learning that has
occurred throughout the lesson, take a couple of minutes to review this lesson
independently. Look carefully at the Concept Development including the
Problem Set. Read the lesson objective to yourself.
Allow 3 minutes for independent review of the selected lesson, then lead
participants through the Student Debrief.
As I model this introduction to the Student Debrief, remember that as with all
lesson components, you have the opportunity to make some instructional
choices based on the needs of your classroom.
4 mins.
Slide 12
Take 2 minutes at your table to discuss what you have seen during this Fishbowl
at your tables. Use Module 1, the Curriculum Overview Guide to identify what
you have seen.
Facilitator: Be prepared to share what techniques you used and why?
Here are the techniques I used during this Fishbowl:
Note to Facilitator: Share what you did to differentiate the Debrief,
How many of you identified 3 of the techniques I used? 4? 5 and more?
Section: Differentiation in the Student Debrief
Time: 2:13-2:25
[12 minutes] In this section, you will…
Materials used include:
•
•
Discuss how to adapt Student Debriefs to differentiate instruction
for diverse learners
Practice ways to differentiate instruction with the Debrief to build
teacher knowledge and skills
•
Session PowerPoint
Time
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
30 secs.
Slide 13
Let’s now move to how we can use the debrief as a tool for differentiation.
Grade
band-K2,or 3-5
8 min.
Slide 14
You watched as I modeled a Student Brief and now it is your turn. Please pick a
lesson from your Module, find and read the Concept Development section and
the Debrief Activity. Review the scaffolding ideas we have share out, that are
indicated in the Module and that you already have in your repertoire. Agree with
your partner what student needs each of you will role model. Then take 2
minutes each to lead your partner through the debrief, stressing the adaptations
you are making to meet that student’s needs. After one of you has led the
debrief, your partner has 1 minute to describe the adaptations you made to the
debrief. Switch roles and repeat the same process.
3 mins.
Slide 15
Please take 1 minute each, find your partner on your other side and share with
them what differentiation techniques you used and your rationale, cite the
appropriate sections of your Module as supporting evidence for your choices.
Now that you have shared out your ideas let’s summarize some of those ideas.
Here are three that you may have discussed.
Section: Reflection on Preparation and Implementation
Time: 2:18-2:30
[5 minutes] In this section, you will…
Materials used include:
•
Reflect on takeaways, key points and plan next steps in order to
confirm that key knowledge has been learned.
•
Session PowerPoint
Time
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
1 min.
Slide 16
As we prepare to close this session with time for reflection and planning, we
need to consider how we engage an extremely important population in our
schools- PARENTS.
Grade
band-K2,or 3-5
3 min.
Slide 17
Recall that NYSED:
• Conducted an evening session with a panel of experts at the February NTI
about how to inform and engage parents in the Common Core.
• Has provided a toolkit of how to organize and facilitate parent
communications that is housed on the EngageNY site
•
http://www.engageny.org/resource/network-team-institute-february2013-parent-connection-night
Note to the facilitator:
You will want to build this section out based on your training at the February NTI
session.
5 mins.
Slide 18
Whole group for 5 mins.
2 mins.
Slide 19
As we close, let’s consider a few key points from this session. The Problem Set is
an important part of both the Concept Development and the Student Debrief
•
•
•
The Student Debrief is an opportunity for students to articulate
the new understandings acquired during the course of the lesson.
As the final component in the Student Debrief, the Exit Ticket is an
informal assessment that will impact planning for future
instruction.
The Student Debrief may be adapted to meet the needs of specific
learners.
Use the following icons in the script to indicate different learning modes.
Video
Reflect on a prompt
Turnkey Materials Provided
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PPT
Facilitators Guide
Handouts
Additional Suggested Resources Progressions documents
How to Teach A Story of Units
Active learning
Turn and talk