DLTP Collaborative Lesson Planning
Professional Learning Goals
We are learning to…
Collaboratively plan problem-based lessons focused on high-cognitive demand tasks, teacher questioning and student discussion.
Plan for meaningful launches, supporting productive struggle while maintaining cognitive demand, and facilitating productive discourse.
Analyze
student thinking using the Student Discourse Observation tool.
teacher questioning using the Taking Action Question Types.
Reflect upon, revise, and plan next steps in student learning with consideration to vertical and horizontal progressions in the CCSS-M.
Resources
Humphreys, C., & Parker, R. (2015). Making number talks matter: Developing mathematical practices and deepening understanding, grades 4-10. Stenhouse Publishers.
Kazemi, E., & Hintz, A. (2014). Intentional talk : How to structure and lead productive mathematical discussions. Portland, ME: Stenhouse.
National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.
Parrish, S. D. (2011). Number talks build numerical reasoning. Teaching Children Mathematics, 18(3), 198-206.
Parrish, S. (2014). Number talks: Helping children build mental math and computation strategies, grades K-5. Sausalito, CA: Math Solutions.
Parrish, S., & Dominick, A. (2016). Number talks: Fractions, decimals, and percentages. Sausalito, CA: Math Solutions.
Rigelman, N. R. (2011). Bring•do•leave: Nurturing reasoning and sense making. Teaching Children Mathematics, 18(3), 190-197.
Smith, M. S., Bill, V., & Hughes, E. K. (2008). Thinking through a lesson: Successfully implementing high-level tasks. Mathematics Teaching in the Middle School. 14(3), 132-138.
Stein, M. K., Engle, R. A., Hughes, E. K., & Smith, M. S. (2008). Orchestrating productive mathematical discussions: Helping teachers learn to better incorporate student thinking. Mathematical Thinking and Learning, 10(4), 313-340.
References
Boaler, J., & Humphreys, C. (2005). Connecting mathematical ideas: Middle school video cases to support teaching and learning. Portsmouth, NH: Heinemann.
Fernandez, C., Cannon, J., & Chokshi, S. (2003). A US-Japan Lesson Study collaboration reveals critical lenses for examining practice. Teaching and Teacher Education, 19(2), 171-185.
Rigelman, N. M. (2017). Learning in and from practice with others. In L. West & M. Boston (Eds.), Annual perspectives in mathematics education: Assessment to enhance teaching and learning. Reston, VA: National Council of Teachers of Mathematics.
Smith, M. S., & Stein, M. K. (2011). 5 practices for orchestrating productive mathematics discussions. Reston, VA: National Council of Teachers of Mathematics.
Stein, M. (2009). Implementing standards-based mathematics instruction : A casebook for professional development (2nd ed.). Reston, VA: New York: National Council of Teachers of Mathematics; Teachers College Press.
Stepanek, J., Appel, G., Leong, M., Mangan, M.T., & Mitchell, M. (2007). Leading lesson study: A practical guide for teachers and facilitators. Thousand Oaks, CA: Corwin Press.
Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York, NY: Summit Books.
Weaver, D., Dick, T., & Rigelman, N. M. (2005, September). Assessing the quantity and quality of student discourse in mathematics classrooms. Paper presented at Math Science Partnership Evaluation Summit, Minneapolis, MN. Available at: http://hub.mspnet.org/entry.cfm/12626.
National Science Foundation • Discovery Research K-12