Read the summary that outlines what a typical lesson is like in Illustrative Math. Then select one of the lessons to watch. The lesson plans are also linked below in case you want to reference them as you are watching the lesson. (FYI - the lessons linked below are screencasted - if you want to navigate through the Imagine Learning Platform...you can find additional lessons. Click here to learn how.)
- Summary of a Typical Lesson
- Sample Lesson Videos:
- Corresponding Lesson Plans:
Consider
- What is rolling around in your head about this lesson design?
- What caused you to pause and think?
- What math experiences from your own classroom came to mind as you were watching and reading?
Respond and Interact
Please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
Please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
Thank you ALL for your thoughtful reflections and the enthusiasm that you have shared with each other. I know how busy everyone is and adding anything "extra" is a huge sacrifice. I am especially grateful that you made some space to take this course. 🧡 I hope you feel more prepared and optimistic about Illustrative Math.
ReplyDeleteThis lesson design incorporates what some of us have been trying to do over the past couple of years. Incorporating a warm up that ties in somehow to the concept has been really beneficial to the students. It is also fantastic that the warm ups are not something the teacher needs to find to make sure it matches what students will be asked during the lesson.
ReplyDeleteSomething that came to mind while I was ready was, I am not always as clear as I need to be when introducing students to their activities. I am going to try to do a better job of only giving what students need in order to begin their task and try not to give away any hints on what it is they are trying to accomplish.
The second thing that came to mind was around Cool Downs. I actually use them as an entry task. Students then get to discuss their cool down with a friend and then I have students turn them into a 3, 2, or 1 stack. I then look at the students in the 2 and 1 pile to see what those students' mistakes or misconceptions were and I try to include that while walking around to the students working. I will also pull those students into a small group with me if it was a bigger missing piece of learning.
LOVE the idea to flip the cool downs to the front of the lesson. Feels very inquiry-ish!
DeleteI watched the Grade 1 lesson. As a K teacher it was fun to see the choral count warm up as it evolves for first grade. Like Kelsie mentioned, I love that the warm ups are built in to the lesson and directly connected to the lessons purpose. This saves so much planning time! It seems like a "typical" lesson varies much more in kindergarten, as we are more centers focused and sometimes our lessons do not include a synthesis or a cool down. The variation is lesson design was tricky to get used to at first. Something that has really helped me is reading the unit guide before each lesson and reviewing the purpose for the warm up and activity. It has helped me to focus on what is most important, despite the changing lesson structure. I would love to see more kindergarten lesson examples!
ReplyDeleteI watched the first grade lesson, and what's sticking with me is how MUCH kids grow between four and six years old. The idea of counting backwards from 116 is unfathomable to the TK crew, and it won't be long before they are eager and up for the challenge. The warm up integration is fabulous--my challenge is helping kids attend for the length of anything but a warm up. We are working hard to use those materials dutifully, and I am roving like there's no tomorrow to reinforce early numeracy skills during centers. This curriculum is full of gems--makes me excited to have for the not-far-away literacy program that is this comprehensive and FUN!
ReplyDeleteI watched the 3rd grade lesson! It was perfect because this week we are sorting shapes too! I found it amusing to see that some of her kids did the same things as mine, by stacking the cards together and having a hard time managing and organizing the task to be efficient. (this is frustrating to me as they think if they are holding more cards the win!) I also appreciated that some were on top of the task and others were lost! It validated that I am not the only one struggling at times. I loved how she got conversations started by asking questions and not giving away too much. I sometimes struggle to hold back from giving too much information.
ReplyDeleteI do like the lesson designs too. For me, it was hard to manage at first, but now love how we aren't spending too much time on repetitive problems.
A lot of times I do not get to the cool down. Like Kelsey, I start my math block with recapping on what we did the day before, summarizing the synthesis and completing the cooldown!
The switch to Illustrative has been a great change in schedule/ flow of my classroom, joining at the carpet, doing a warm up and then activities that align make transitions swift and expected in my classroom.
ReplyDeleteI had been trying to get better at number talks for a long time but it was tough without the proper tools, but now I have them.
I love that students get to play an active role in this curriculum. There are so many opportunities for them to share their thinking and not be scared to since there are so many right answers (should they provide reasoning).
What caused me to pause: I remember using the lucy culkins curriculum and instead of using just partners we also used rug clubs where students could talk in groups of four. I think by in cooperating that practice into my math talks my students will have much more fruitful conversations. This might be more of a winter/spring goal for kindergartners but still something to shoot for.
I also watched the first grad elesson
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