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Mathematics Instruction and Tasks in a PLC at Work™
Gain lesson-design strategies and instructional methods of teaching mathematics in a PLC that support student learning through standards-based math activities and lessons.
Benefits
- Plan for the use of balanced rigorous mathematical practices and routines to teach each content standard during core instruction.
- Identify mathematics content standards students must learn in a unit and the appropriate math activities and tasks needed to develop understanding, application, and fluency progressions of mathematical concepts.
- Understand the importance of communicating the why of mathematical skills and essential learning standards to students.
- Implement instructional strategies for math that ensure the formative learning of all students during lessons.
TABLE OF CONTENTS
Part 1: Team Action 1: Develop High-Quality Mathematics Lessons for Daily Instruction
Chapter 1: Essential Learning Standards: The Why of the Lesson
Chapter 2: Prior-Knowledge Warm-Up Activities
Chapter 3: Academic Language Vocabulary as Part of Instruction
Chapter 4: Lower-and Higher-Level-Cognitive-Demand Mathematical Task Balance
Chapter 5: Whole-Group and Small-Group Discourse Balance
Chapter 6: Lesson Closure for Evidence of Learning
Chapter 7: Mathematics in a PLC at Work Lesson-Design Tool
Part 1 Summary
Part 2: Team Action 4: Use Effective Lesson Design to Provide Formative Feedback and Student Perseverance
Chapter 8: Essential Learning Standards and Prior-Knowledge Warm-Up Activities
Chapter 9: Using Vocabulary as Part of Instruction
Chapter 10: Implementing Mathematical Task and Discourse Balance
Chapter 11: Using Lesson Closure for Evidence of Learning
Chapter 12: Responding to Lesson Progress With High-Quality Tier 1 Mathematics Intervention
Part 2 Summary
Appendix: Cognitive-Demand-Level Task Analysis Guide
PRINTABLE REPRODUCIBLES
Introduction
- Figure I.2: Mathematics in a PLC at Work Framework
- Online Resources Reference Guide for Mathematics Support
Part 1
- Figure P1.1: Team Discussion Tool—Collaborative Lesson-Design Elements
- Figure P1.2: Mathematics in a PLC at Work Instructional Framework and Lesson-Design Evaluation Tool
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
- Figure 7.1: Mathematics in a PLC at Work Lesson-Design Tool
- Figure 7.2: Team Discussion Tool—Protocol for Team Analysis of the Mathematics in a PLC at Work Lesson-Design Tool
Part 1 Summary
Part 2
Chapter 8
Chapter 9
- Table 9.1: Vocabulary Challenges and Focused Strategies
- Figure 9.1: Team Discussion Tool—Vocabulary Instruction Activities and Graphic Organizers
- Figure 9.2: Team Discussion Tool—Planning for Vocabulary Instruction
Chapter 10
- Figure 10.1: Planning for the Formative Assessment Process—Kindergarten
- Figure 10.2: Planning for the Formative Assessment Process—Grade 2
- Figure 10.3: Planning for the Formative Assessment Process—Grade 4
- Figure 10.4: Planning for the Formative Assessment Process—Grade 7
- Figure 10.5: Planning for the Formative Assessment Process—High School Geometry
- Figure 10.6: Team Discussion Tool—Self-Evaluation Checklist on Whole-Group Questioning
- Figure 10.7: Team Discussion Tool—Whole-Group Discourse Teacher Prompts and Student Sentence Starters
- Figure 10.8: Team Discussion Tool—Assessing and Advancing Questions to Ask Students
- Figure 10.9: Team Discussion Tool—Walk-Around Formative Assessment
- Figure 10.10: Sample Classroom Discourse Rights and Responsibilities
- Figure 10.11: Sample Classroom Norms
- Figure 10.13: Team Discussion Tool—Management of Student Teams
- Figure 10.14: Team Discussion Tool—Management of Student Teams (With Answers)
- Figure 10.15: Student Team Processing-and-Evaluation Tool
- Additional Grade-Level Sample Tasks
- Planning for the Formative Assessment Process
Chapter 11
- Figure 11.1: Team Discussion Tool—Sample Lesson-Closure Activities
- Figure 11.2: Mathematics in a PLC at Work Lesson-Design Tool
- Grade 5 Lesson-Design Sample: Geometry
- Grade 8 Lesson-Design Sample: Systems of Linear Equations
- Lesson-Design Sample: Advanced Algebra 2
Chapter 12
Part 2 Summary
SUGGESTED RESOURCES
BOOKS
- DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work (3rd ed.). Bloomington, IN: Solution Tree Press.
- Kanold, T. D., Barnes, B., Larson, M. R., Kanold-McIntyre, J., Schuhl, S., & Toncheff, M. (in press). Mathematics Homework and Grading in a PLC at Work™. Bloomington, IN: Solution Tree Press.
- Kanold, T. D., Schuhl, S., Larson, M. R., Barnes, B., Kanold-McIntyre, J., & Toncheff, M. (in press). Mathematics Assessment and Intervention in a PLC at Work™. Bloomington, IN: Solution Tree Press.
- Kanold, T. D., Toncheff, M., Larson, M. R., Barnes, B., Kanold-McIntyre, J., & Schuhl, S. (in press). Mathematics Coaching and Collaboration in a PLC at Work™. Bloomington, IN: Solution Tree Press.
- Larson, M. R., & Kanold, T. D. (2016). Balancing the Equation: A Guide to School Mathematics for Educators and Parents. Bloomington, IN: Solution Tree Press.
WEBSITES
Chapter 1
