Status & Mindset Interventions
In her book Strength in Numbers: Collaborative Learning in Secondary Mathematics, Ilana Horn writes: “Judgements about who is smart based on prior achievement or social categories violate a fundamental principle of equity and are consequential: learning is not the same as achievement” (2012, p.20). The resources below were curated to help you redefine "smarts" in math, disrupt status divisions, develop growth mindsets, and foster a collaborative math community.
Anticipatory Planning
How often does your planning for math involve searching for the "best" problem and then thinking about how you want to teach the problem? It's safe to say this is how most of us approach(ed) lesson planning. The problem with this approach, however, is that it is teacher focused and neglects to consider how students might perceive and respond to the problem. Conversely, anticipatory planning focuses planning efforts on imagining how students might respond to a problem and using that information to plan questions that will push and clarify student thinking and build understanding by sequencing and connecting approaches students are already using.
If you've ever tried to facilitate constructivist math learning in your classroom and it fell short of your expectations, it's likely because the key factor, anticipatory planning, was missing! The template below can help you prepare to facilitate constructivist math learning in your classroom. Grab a planning buddy and give it a try!
Anticipatory Planning
How often does your planning for math involve searching for the "best" problem and then thinking about how you want to teach the problem? It's safe to say this is how most of us approach(ed) lesson planning. The problem with this approach, however, is that it is teacher focused and neglects to consider how students might perceive and respond to the problem. Conversely, anticipatory planning focuses planning efforts on imagining how students might respond to a problem and using that information to plan questions that will push and clarify student thinking and build understanding by sequencing and connecting approaches students are already using.
If you've ever tried to facilitate constructivist math learning in your classroom and it fell short of your expectations, it's likely because the key factor, anticipatory planning, was missing! The template below can help you prepare to facilitate constructivist math learning in your classroom. Grab a planning buddy and give it a try!
The Power of Lesson Study
Knowledge for teaching is embodied in instruction and is spread and refined as teachers watch and discuss practice
(Lewis & Hurd, 2011)
In order to improve student learning, teachers need opportunities to observe and discuss instruction. Lesson study provides a structure for teachers to collaborate around pressing problems of practice and to engage in cycles of inquiry to explore the intersection of pedagogy and student learning.
Engaging in lesson study supports educators to:
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Focus on the impact of their lessons on student learning, as opposed to the intent
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Build the mathematical knowledge necessary to teach for student understanding
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Develop the pedagogical skills to enact ambitious instruction in classrooms
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Craft a communal vision of student-centered teaching for equity
Wondering where to start? Check out the following resources:
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For educators new to lesson study the following resources can be used to build capacity for engaging in the core practices of lesson study and to enact quick learning quick cycles
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For coaches, professional learning community leads, or administrators looking to support colleagues in short lesson study cycles
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For educators ready to jump into a full research lesson study cycle see links below!
Overview
Gather & Organize
Research & Clarify
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Hopes and Dreams for Students
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Identify strengths & funds of knowledge
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Determine a research question and theory of action
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Choose a content and an equity goal
Research & Clarify
Anticipate & Plan
Observe & Collect Data
Debrief & Look at Student Work
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What did focus students say or do?
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How well did the lesson achieve the content & the equity goals?
Reflect & Share
We are grateful to JFF, KnowledgeWorks’, and the Student-Centered Learning Research Collaborative and its funders for their support. Learn more at sclresearchcollab.org
