Model Lesson: Fact Family Cities 

A model lesson to showcase a visual, interactive way to teach a prerequisite skill for the upcoming lessons, and  how to incorporate high engagement strategies that would support a wide range of learners. 

As part of my coaching, I often model or co-teach lessons with teachers (III.ii.c). I believe that this collaborative approach has many opportunities for improved instruction such as increased understanding of the math content being taught, and development of effective instructional strategies (III.ii.b, III.iv.a). A focus in this lesson was how to include differentiation techniques,, incorporate prerequisite skills into core content, and to support the teacher in evaluating how to adapt lessons to increase opportunities for equitable access to the math content (III.iv.a). Making math fun and engaging for all students through interactive learning approaches aligns with our School Improvement Plan goals (III.v.a). Overall, this model lesson promoted a collaborative learning community both in the class among students, but also as part of the collaborative learning culture I am developing among teachers at our school. 

Mathematics Specialist Standards 

III.ii.b: enhance learning opportunities for all students’ and teachers’ mathematical knowledge development.

III.ii.c: involve colleagues and other school professionals, families, and various stakeholders; and

III.iv.a: Evaluate educational structures and policies that affect students' equitable access to high quality mathematics instruction, and act professionally to assure that all students have appropriate opportunities to learn important mathematics.

III.v.a: Use mathematics-focused instructional leadership skills to improve mathematics programs at the school and district levels.

III.iv.d: advocate for the rights and/or needs of all students and to secure additional resources as needed.