NYC DOE Classroom Instructional Resources
All Classroom Instructional Resources from the NYC DOE
Use this tool to help identify the cognitive demand of a task.
In this learning resource, you will unpack some of the recommended guidelines for teachers from the following principles present in the NYSED CR-SE Framework:
Welcoming and Affirming Environment
Inclusive Curriculum and Assessment
High Expectations and Rigorous Instruction
The selected guidelines from this framework will be introduced, defined, and illustrated using examples from school mathematics. You will examine why this pedagogical approach is important when instructing ML/ELLs and explore ways to incorporateits principles into your daily practice in the teaching of mathematics.
Complete slide decks of Connecting reps routine (blank template and example).
This guide builds on the Instructional Leadership Framework by supporting math teachers in actualizing these four high-impact instructional practices:
Work with a variety of texts that feature big ideas and rich content.
Talk/discuss to build language and knowledge.
Use extended writings as a platform to build language and knowledge.
Study a small set of high-utility vocabulary words needed to master language and content.
Planning template for implementing a math task.
Tool to reflect on a lesson and identify next step towards improving instruction and outcomes for students.
A document to support teachers and administrators in ensuring equitable access to rigorous mathematics.
A tool that supports teachers in reflecting on student learning and promotes team discussions.
A tool to promote discussion and reflection of teacher practice.
Framework to create real problems by analyzing the data, question(s), strategies needed and modify instruction accordingly.
A list of programs that provide additional instruction and practice for students.
Overview and implementation guidance for high quality math instructional routines such as Three Reads, Which One Doesn't Belong, and others!
Tool for organizing anticipated and unanticipated student solutions/strategies, preparing assessing and advancing questions and sequencing student work for a summary discussion.
A growing collection of webinars from DOE professional learning sessions, and modules created by our vendor-partners.
Curated resources to support instruction in any paradigm, but are particularly well suited to supporting remote or hybrid mathematics teaching and learning.
Further discussion of the RFG Framework, Dougherty et al. (2015), a technique for increasing the "openness" of tasks.
Guides to support teacher teams as they consider the use of screener data as an additional component for planning and understanding students' instructional needs.
A protocol adapted for analyzing student work.
This article offers an alternative to the "I Do, We Do, You Do" lesson structure that centers student thinking, and supports increased opportunities for meaningful student discourse.
Tool for reflecting on the openness of a math task.