Instructional Design
Launch
Student perspective
Other perspective
-5-10 minutes
-teacher initiated
-address whole group
-creating connectins
-exciting, motivates
-captures student attention
-attentive
-observe the LI/SC as a bridge from Launch to
Explore
-may look “traditional”
-teacher asks questions
-interesting
-questioning
-wait time-other talk moves
-students answer questions
-fun
-recall previous knowledge
-“I think…”
-hear classroom discourse
-hear vocabulary
-Does not sound “traditional”
-facilitator
-teacher is in control
-validated
-engaged
-excited
-interested
-eager
-does not feel “traditional”
Feels like
Sounds like
Looks like
Teacher perspective
Possible Challenge(s)
-where do teachers get the launch
Possible Moves to Overcome the Challenge
-MTL create a bank of ideas based on what is seen in classroom
Instructional Design
Explore: MTL Notes from Jigsaw Activity
Feels like
Sounds like
Looks like
Teacher perspective
Student perspective
Other perspective
-room arranged in flexible small groups
-manipulatives and tools distributed
-see students engaged, using strategies, using
manipulatives
-everyone is involved with the task
-circulating
-students working in pairs or groups 2-4
-on the look out for different strategies/solutions to
decide which to use in summarize
-hear student math talk
-students asking each other and teacher questions
-facilitating through questioning; providing redirection and confirmation
-student explaining reasoning/strategies
-listening for anticipated misconceptions and new
misconceptions
-sees teacher moving about the classroom
-other groups actively engaged in the task
-LI/SC posted (maybe later in summarize)
-modeling
-demonstrating
-problem solving
-students in small groups
-learning intention /success criteria
-students using manipulatives and other
tools/drawing
-room arrangement (sm. Groups)
-teacher moving around room
-engaging
-students working in pairs or groups 2-4
-questions that focus thinking from teacher and
peers
-students explaining their reasoning
-mathematical vocabulary
-justification
-process
-students talking to each other
-student math talk
-student/teacher interactions and student/student
interactions
-teacher asking inquisitive and redirection/higher
level questions
-loud yet engaging
-talking
-actively moving around to monitor/encourage
-affirmed and excited by the student energy
-gathering information
-differentiation
-planning on your feet to address misconceptions
not anticipated
-uneasy when kids bring up “new” misconceptions
-missing something since not at each group to hear
full conversations
-prioritizing strategies/solutions for presentations in
summary
-safe to try to share reasoning, and to disagree
-success!
-challenging/struggles
-responsibility for own learning and learning of
peers
-sense of belonging to a community of learning
-hopeful, exciting
-encouraging
-traditional-chaotic
-a community
Possible Challenge(s)
-classroom management
-directions not clear to students
-teacher gives too much info
-teacher too quick to “save”
-students don’
-planning
-management
-misconceptions
-leading questions that lower cognitive demand of task
Possible Moves to Overcome the Challenge
-PD in progress
-teacher feedback by MTL
-select a goal for teacher to work on one component
-work with MTL
-reflection
-planning
Instructional Design
Summarize
Feels like
Sounds like
Looks like
Teacher perspective
Student perspective
Other perspective
-guiding the sharing
-teacher not the focal point
-whole group with student sharing
-sharing student work, strategies
-whole group discussion
-students are presenting strategies and solution and
product
-discussion
-whole group with student sharing
-teacher facilitates discussion of learning, addresses
misconceptions
-teacher poses purposeful questions
-concepts, not procedures
-clearing up misconceptions
-whole group conversations while listening to only a
few people
-restating or clarifying what was said
-peer feedback
-peer questioning
-compare/contrast ideas
-whole group conversations while listening to only a
few people
-restating or clarifying what was said
-math vocabulary, big ideas, learning intentions
-concepts, not procedures
-accomplished
-ah-ha! Or Oh No!
-formative assessment
-accepting wrong answers and using them to learn
-teacher making sure math is clear and there are no
misconceptions
-asking questions
-empowering or frustrating when challenged by
peers
-asking questions
-safe atmosphere
-students are comfortable taking a risk to share
“euphoria”
-single students or small group sharing
-more students are listening
Possible Challenge(s)
-summarized is not always at end of lesson (E-S-E-S)
-Not telling student big ideas
Possible Moves to Overcome the Challenge
-break lesson into chunks
-have “plants”
-just try it!
Instructional Design
Apply
Feels like
Sounds like
Looks like
Teacher perspective
Student perspective
Other perspective
-an extension from a previous exploration to check
for student understanding
-planned out
-teacher needs to specifically plan for
-materials
-non routine problems
-more than just stating homework
-math in other context
-rich problem
-make relevant to real world
-students making connection to prior learning
-good questioning
-inquiry based
-productive noise
-another “task” that I have a better grasp on
-hands on “real world” problem
-engaged
-project
-another exploration
-student engaged in learning
-connections being made
-small groups working together
-we are working together (or individually) to explain
our reasoning
-conversations
-connections
-students making connections
-using discourse (vocabulary)
-opportunity for KUDOS
-I like you to share with others
-productive noise
-confidence
-“phishing”
-a job well-done
-the really get “it”
-some confident, some still struggle
-same but different
-validating our thoughts
-I really understand and can do this
-ah ah-ha! Moment
-I got it!”
-I can use this in another context
-“lively”
-“excitement”
“moving toward bigger goal”
-Awesome to watch 
Possible Challenge(s)
-homework that is meaningless unrelated skills
-skipping summary and go to APPLY
-additional resources needed (i.e. resource guide)
Possible Moves to Overcome the Challenge
-make connections during summary
-give opportunities to make meaningful connections
-detailed examination of curricular material