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Van De Walle, Chapter 4:

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Chelsea Swain

on 12 September 2013

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Transcript of Van De Walle, Chapter 4:

Van De Walle, Chapter 4:
Planning in the Problem-Based Classroom

Planning Process for
Developing a Lesson

Planning for All Learners
Drill or Practice
1. Practice: Problem based tasks or experiences.

2. Drill: Repetitive, non-problem based exercises.
Homework and Parental Involvement
Online Resources
http://illuminations.nctm.org/
Step 1
Determine the Mathematics Content and Learning Goals.
1. Common Core State Standards

2. School Curriculum
Step 2
Consider Your Students' Needs.
Select, Design, or Adapt a Task.
1. Does the task accomplish content goals and meet the needs of my students?

2. Is the task worthwhile?
Step 3
Design Lesson Assessments
1. Assessments are derived from objectives

2. It is important to assess in a variety of ways

3. Formative and Summative Assessments
Step 4
Plan the Before Phase of the Lesson
The beginning of the lesson should:
1. Elicit students' prior knowledge
2. Provide context
3. Establish Expectations
Step 5
Plan the During Phase of the Lesson
"The teacher's role is to monitor and assess student progress and to provide hints as necessary." p. 62
Step 6
Plan the After Phase of the Lesson
1. "... connect the task with the learning goals" p. 62

2. Time for discussion and questions.
Step 7
Check for Alignment Within the Lesson
1. Check to see that the before, during, and after phases are aligned and balanced with the lesson objectives.

2. Check the flow of the lesson through all three phases.
Step 8
Anticipate Student Approaches
"... it is important to consider what strategies students might use and how you might respond." p. 63
Step 9
Identify Essential Questions
Use challenging questions during the lesson that align with the objectives and ask students to: extend, analyze, compare, generalize, and synthesize.
Step 10
Make Accommodations and Modifications
1. Accommodation: A provision of a different environment or circumstance made with particular students in mind.

2. Modification: A change in the problem or task itself.
Differentiating Instruction
1. Content

2. Process

3. Product
Flexible Grouping
1. The size and makeup of small groups vary in a purposeful and strategic manner.

2. Individual Accountability and Shared Responsibility.

3. "Avoid ability grouping!" p.68
English Language Learners
"High expectations and strong support." p.68
Students with Special Needs
1. Structure the Environment
2. Identify and Remove Potential Barriers
3. Provide Clarity
4. Consider Alternative Assessments
5. Emphasize Practice and Summary
"Consider social/cultural backgrounds and previously learned content and vocabulary." p.69
Effective Homework
1. Mimic the three-phase lesson model:
before
during
after

2. Use a distributed-content approach:
content taught earlier in the year
that day's content
upcoming content

3. Promote an "ask before telling" approach with parents

4. Provide good questioning prompts for parents
Beyond Homework:
Families Doing Math
"In the same way that families can support literacy by reading books with their children and pointing out letters when they encounter them, families can and should support numeracy." p.73
1. What do students already know?
2. Consider Individual student needs.
"... learn what your students know and can do... and to work with individual learners." p.62
Lesson Plan:
Kindergarten Math, Addition to 10
Ten Frames
http://www.flocabulary.com/know-about-10s/
http://mrsarsenault.wordpress.com/category/curriculum/

http://schools.utah.gov/CURR/mathelem/Mathematics-Tutoring-Tips/KindergartenLessons.aspx
http://www.corestandards.org/Math/Content/K/OA
Full transcript