Phase 1: Framing the course around the mathematical practices + IBL principles through a visual ... See below:
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.
- Student Presentations of Problems (a la Goldner)
- Problem-solving lessons (a la MAP)
- Gallery Walks
- 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!