Say, you are adults, I spared you from having to write your answers in the book, but we would “Because do that with our students because it is another way they can reinforce their learning and it will also give them a record of their answers as to look back at later.” “notes” Finish by noting that we just did two pages of a Ready lesson, and it would take even longer with students. We didn’t do any introduction to the lesson and we didn’t do the Try It questions or the discourse resulting from that. So we’ve essentially just looked at the of a day in the life of a “heart” Ready Mathematics lesson. 6-8: Engaging in the Display Slide 127 (6-8 only). Student Experience Slides 127 through 145 are for Grades 6-8 only. Hide these slides if you are not Note to the Facilitator: addressing this audience. Note to the Facilitator: This slide has animations. Set the stage by saying that normally you might start this day with a number talk, problem of the day, or review of the previous lesson, but we are going to just dive right into the lesson. Note to the Facilitator: From this point onward (through slide 145), you are the and participants “teacher” are the If you have a quiet group that is reluctant to participate, you might suggest that they do “students.” turn and talks instead of soliciting responses from the whole However, it is essential that you “class.” demonstrate the Ready experience, so do not skip this section. Note to the Facilitator: You will see in the notes for most slides that there is an answer or a range of possible answers given in response to each question. For question with only one correct answer, it is important that you not say or in response to participants. Instead say, everyone agree?” If “yes” “no” “Does anyone does not agree, tease out their thinking. For questions with a range of possible answers, again do not say or Instead, listen to each response and then say, anyone else have another way of “yes” “no.” “Does thinking about this?” Note to the Facilitator: We recommend to not have participants look at the Learner’s Notebook pages (Grade 6-8: pages 50-69) so they can focus on the student experience.
Say, “Because you are adults, I spared you from having to write your answers in the book, but we would do that with our students because it is another way they can reinforce their learning and it will also give them a record of their answers as “notes” to look back at later.” Finish by noting that we just did two pages of a Ready lesson, and it would take even longer with students. We didn’t do any introduction to the lesson and we didn’t do the Try It questions or the discourse resulting from that. So we’ve essentially just looked at the “heart” of a day in the life of a Ready Mathematics lesson. 6-8: Engaging in the Student Experience Display Slide 127 (6-8 only). Note to the Facilitator: Slides 127 through 145 are for Grades 6-8 only. Hide these slides if you are not addressing this audience. Note to the Facilitator: This slide has animations. Set the stage by saying that normally you might start this day with a number talk, problem of the day, or review of the previous lesson, but we are going to just dive right into the lesson. Note to the Facilitator: From this point onward (through slide 145), you are the “teacher” and participants are the “students.” If you have a quiet group that is reluctant to participate, you might suggest that they do turn and talks instead of soliciting responses from the whole “class.” However, it is essential that you demonstrate the Ready experience, so do not skip this section. Note to the Facilitator: You will see in the notes for most slides that there is an answer or a range of possible answers given in response to each question. For question with only one correct answer, it is important that you not say “yes” or “no” in response to participants. Instead say, “Does everyone agree?” If anyone does not agree, tease out their thinking. For questions with a range of possible answers, again do not say “yes” or “no.” Instead, listen to each response and then say, “Does anyone else have another way of thinking about this?” Note to the Facilitator: We recommend to not have participants look at the Learner’s Notebook pages (Grade 6-8: pages 50-69) so they can focus on the student experience.
RM_ReachableRigor_FG_2015.docx