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.
- 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.
I'm excited to try out this curriculum. As I watched the video I got to see how much time was given to the warm up and showing off diverse thinking. The lesson plan was detailed and easy to follow. With current suggested time allotments for all segments in the lesson I am thinking if we do centers in fourth grade next year It may need to be a friday center day every week or every other week.
ReplyDeleteThe lesson plan provides valuable context for the lesson presented in the first-grade video. Also, I see a section on the lesson plan for English learners and students with disabilities. It appears to provide an opportunity to teach to a variety of student populations.
ReplyDeleteI will need to look into the lesson plans for ELL, this is an area I need help with. Thanks for pointing that out. :)
DeleteI agreed. Watching the videos helped me see how the problem base curriculum are done in the classrooms. Students are engaged in leaning especially during the 10 mins warm up routine and more. The lesson plan for ELL and disabilities students also very helpful.
DeleteThrough the learning and understanding of mathematics, and then let the students tell it through storytelling, this is also to deepen their understanding, and learn to apply the mathematics they have learned to solve practical problems. A good facilitation, through these daily routines, also contributes to the effectiveness of teaching。
ReplyDeleteI am anxious about this as a small group instructor. The lessons are amazing but are tailored to a larger group and need a lot of time. It would take me an entire week to teach one lesson. I am looking forward to spending more time with my students learning how to think, spending more time on number sense routines. However, I need more training and understanding on how to use this for small groups.
ReplyDeleteI like how this curriculum gets kids up and moving (I watched the 4th grade video), and having conversations about their thinking. It seems like using this routinely in the classroom really fosters students' abilities to use math language and more clearly explain their reasoning. I am definitely a structure type of person, so I also appreciate the defined warm-up/activity/cool-down flow to the lessons. I don't think our lessons in the MAP room would change a whole lot, but it seems like we'd have more resources to consider when supporting students using IM.
ReplyDeleteI watched the 4th grade video as well and I have to agree. I love getting kids up and moving along with conversations it really brings out their abilities and boosts their confidence as well to explain their reasoning.
DeleteI watched the video for first grade on Unit 7, Lesson 11 which is what I'll be teaching next week! I love being able to see an example lesson video. This teacher had great classroom management. I noticed that she doesn't overly explain steps and her students started right away. She has many student leaders sharing their thinking and her activities were timed well. She was able to fit many parts to her lesson in 30 minutes. As I watch this video, I think about my own kids' transitions and how they seem so much longer, despite a lot of practice. This teacher had students find their own partners. Honestly, I feel like I can't give that option with my students this year because of certain dynamics. This video makes me hopeful for how seamless transitions can potentially be with this Illustrative, as this seems to be a challenge this year-moving at a reasonable pace from one activity to the next. I do really love so many aspects to Illustrative!
ReplyDeleteThank you ALL for your thoughtful reflections and the enthusiasm that you have shared with each other. I know how busy you all are so I am especially grateful that you made some space to take this course. 🧡 I hope you feel more prepared and optimistic about our implementation in the fall.
ReplyDeleteI have had the opportunity to teach a couple of IM lessons in classrooms. The structure and the pacing are two things that I struggled with. While I know experience and familiarity will help with this, it also helps to see examples of successful lessons like the ones in the videos. Fitting in all the parts and allowing for student thinking and talk was a challenge in every lesson I taught. The more I learn about purpose and the more examples I see, the more my understanding of focusing on the goals and trusting the process develops.
ReplyDeleteI really enjoyed watching the 1st gr lesson. The students working with each other and moving around the classroom, really kept them engaged.
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