Algebra 2 has become a huge course that expands the set of functions considerably from Algebra 1, increases the algebraic demands of structuring and restructuring expressions, as well as introduces a significant amount of high-level statistics. This has done the great service of pushing the Algebra 2 course to actually be Algebra 2 rather than Algebra 1.5, but has also raised a large challenge on creating a classroom where procedural fluency, conceptual development, and application are balanced and each rigorous in their own right. This post will continue to develop over the summer, but I hope to share what I'm thinking the shape of the course will be. So, if your reading this please come back often and leave comments to help the course be a good one!

Phase 1: Framing the course around the

mathematical practices +

IBL principles through a visual ... See below:

Phase 2: Getting a 30,000 feet scope and sequence of the year together. For this part of the work I took some initial inspiration from the work at

A2i and

Dan Goldner, and for more concrete ordering of possible events from the

Dana Center. Here is what I came up with and am still negotiating (tab two I will eventually populate with tasks that will anchor each unit):

Phase 3: Selecting meaningful tasks that engage, rely on critical thinking skills, develop problem-solving habits, and reinforce the necessity and important of procedural fluency. I have identified some of the resources I will pull problems from this link, "

Problem-Based Learning and the Common Core." I am planning to open with an emphasis on organization, sketching, and diagramming skills that will rely on the amazing and wonderful work in

Problems with Patterns and Numbers. As I said, this blogpost will have iterations of the how, what, and why.

Phase 4: Identify the set of instructional practices I am going to deploy and develop to allow the classroom to be a rigorous, joyful, student-centered learning environment. I am still working on my solid list, but here are some that I am thinking I will rely on and make routine.

- Think-Pair-Share
- Student Presentations of Problems (a la Goldner)
- Problem-solving lessons (a la MAP)
- Gallery Walks
- Sorts
- Stations with an emphasis on play and discovery utilizing Desmos
- Individual practice utilizing TenMarks to support student learning and offer meaningful personalization in and out of school.
- Claim-Evidence-Reasoning done collaboratively in groups and as a class using Google Docs
- Student created days emphasizing self-regulation with use of regulatory cards

Phase 5: Reflect, adjust, and structure the course in a more balanced way around conceptual, procedural and fluency skills, and application. This is part of the work of the summer!

More to come, here is take one!