I am asked SO MANY questions about lesson planning… that I spent two years evaluating hundreds of outstanding lessons across all elementary grades and came up with 6 different structures that I believe set teachers up for success with best practices in mathematics instruction. I have created editable templates, each containing the most important elements needed for the lesson type… and the flexibility may just FREE YOU UP to do things you have WANTED to do.. but struggled to implement.
Flexibility with format can free you up to focus on more important things; questioning; reasoning; assessing and differentiating. The math should drive the format. The format should not drive the math. Teachers often find themselves wrapped up in rotation logistics; stretching mediocre activities to match the duration of the outstanding tasks; forcing kids into groups for crowd control; or using technology without intention … simply to fill up “T for tech”? That’s just silly!
Think about your current math routine. Is it exactly the same every day? Do you do 4 similar days and something different on Fridays? Does that always “work” with your content ? Might the structure be restrictive when you are trying to implement a great Three Act Lesson or rich math task?
Shouldn’t lessons designed to explore a new concept look different from lessons designed to develop a skill?
I have worked with some incredible experts in the field. We have examined fabulous math lessons, and created our own “ideal math lesson” and modeled numerous lessons for many teachers. But that didn’t help us to efficiently answer the question, “How do I begin?” or “What do I do next?” or “Should I be doing this for every lesson?”
Hmmmmm….. “Um, not really.” I guess that’s not helpful.
But I HAVE found great ways of supporting teachers … while planning with them, and teaching together! But I needed to leave them with something more than a memory to set up their next math unit…
So I created the chart above, to help teachers keep their eyes on the prize. I quickly found it helped other coaches to support teachers with taking small steps in the right direction. It has guided supervisors to identifying some elements of highly effective math instruction, where they have often gone unnoticed.
The “Launch, Explore, Discuss” model in line with Cognitively Guided Instruction (CGI) can be structured in different ways, for different purposes. I believe for brand-new and born-again math teachers, this is where we begin. Consider this pedagogy brief on the lesson framework.
Once we develop confidence with this approach, we will work on our questioning techniques.… and we will continue to do do until the end of time.
HERE IS A CHALLENGE FOR YOU: Teach a lesson without uttering even one declarative sentence during the first half of your class…. ONLY QUESTIONS!!
Now I know there is still a lot to discuss… but you have to teach a class TOMORROW. So let’s get to the templates, and we can chat some more next week. These templates are editable. BUT even if you don’t want to use them for your lesson plans…. simply consider the flexible options they show!
I also use it when I want to tweak my launch problem for different groups.
Basically the structure above can move 4 groups through 3 activities. One of them can be the duration of the other two combined! This can be done with one whole class launch… or with 2 or 3 launches if you prefer!
EXAMPLE: A pre-assessment reveals you have a group of students who are well beyond the first concept your students will be exploring. WHY include them in your group? Why waste their time? Why have kids busting at the seams to reveal everything before half the class has a chance to formulate any ideas? Let this group start with a rich math task of their own… or perhaps simply complete the word problems from the lesson of the day and a more sophisticated game from the game grid before they come to the teacher for an elevated version of the launch.
By doing this, you have personalized the learning…AND you have decreased the size of your “whole group” launch. WIN-WIN!
MY WISH FOR YOU… is to see more flexible options, within a predictable routine.
The MUST DO/CHOOSE TO math menu is similar to a choice board – which would work equally well. Personally, I find this type of menu… helps me to focus on my intention. I like to provide a variety of activities and modalities, but I don’t feel locked in to offering a choice for “math by myself” that simply isn’t as good as my other options…. or doesn’t “fill enough time.”
Click here for the BLOG POST about MATH PLAYLISTS!
Are you already thinking about great activities to incorporate? I have some favorites linked in my samples. And remember, all the best links for elementary math instruction can be found easily organized in one place on my elementary math grids. Now go get these templates already! There is more information to peruse in the Google Slides doc I will share. Please allow up to 24 hours since I am still working out those “new blog kinks”Click here to SUBSCRIBE for Plans, Playlists & More
Oh? Are you still here?
Were you hoping for a peek at the Must Do/Choose To Menus? Okay… here are a few. What do you think? Have a question? Ask it below. I am creating an FAQ to share with these plans and math menus!
Editable Must Do/Choose To Math Menus:
