A Story of Units- Student Debrief in Practice
A Story of Units- Student Debrief in Practice
Sequence of Sessions
Overarching Objectives of this May 2013 Network Team Institute
- Participants will understand the focus of each module presented, the instructional path, and the student outcomes; and be ready to teach and/or prepare their colleagues to teach these modules.
- Participants will examine the K–5 progressions documents and the sequence of standards foundational to developing an understanding of Number and Operations in Base Ten, thereby enabling participants to enact cross-grade coherence of NBT development in the classroom and to train their colleagues to do the same.
- Participants will understand the purpose and implementation of Fluency, Worksheets, Student Debriefs, Exit Tickets, Application Problems and Conceptual Development within A Story of Units. They will be prepared to use these components as tools through which to meet the needs of diverse learners.
- Participants will examine formal and informal assessment within the Modules and develop an understanding of how to use the data generated to make instructional decisions.
High-Level Purpose of this Session
- Model, teach and practice the Student Debrief, Problem Set and Exit Ticket instructional routines that support the implementation of A Story of Units
- Understand and articulate how to use the components to differentiate instruction for diverse learners in any given district/school/or class.
Related Learning Experiences
- This session builds upon the session presented earlier that reviewed all of the components of the Module in anticipation of the deeper study that would be done in this session
- This Module Practice Session will be followed by an opportunity for participants to meet with the curriculum writes to ask questions in an extended Q&A session that concludes the two day training.
Key Points
- The Problem Set is an important part of both the Concept Development and the Student Debrief
- The Student Debrief is an opportunity for students to articulate the new understandings acquired during the course of the lesson.
- As the final component in the Student Debrief, the Exit Ticket is an informal assessment that will impact planning for future instruction.
- These lesson components should be adapted to meet the needs of specific learners.
Session Outcomes
What do we want participants to be able to do as a result of this session? / How will we know that they are able to do this?- Model, teach and practice the Student Debrief, Problem Set and Exit Ticket components of Module 1 that will support implementation of A Story of Units.
- Understand and demonstrate the components and how they are to be used for differentiating instruction to meet the diverse needs of learners in any given district, school, or classroom to accommodate all children.
- Participants will identify key ideas of the Student Debrief, Exit Ticket, and Problem Set components.
- Participants will be able to articulate how to implement the components in Module 1 for a particular grade level (GK-5).
- Participants will articulate the function of curricular components Student Debrief, Exit Ticket and Problem Set and how they can be used to differentiate instruction.
Session Overview 1:30-2:30
Section / Time / Overview / Prepared Resources / Facilitator PreparationSession Introduction / 1:30-1:32 /
- Frame session, referencing workshop agenda.
- Introduce objectives and sequence for this session.
Another Look at Problem Sets / 1:32-1:44 /
- Review structure of and function of Problem Sets
• Session PowerPoint / • Review appropriate module
Implementing the Student Debrief / 1:44-1:54 /
- Discuss concerns and best practices
• Session PowerPoint / • Review appropriate module
Modeling and Practice / 1:54-2:10 / Model and practice
- Student Debrief
- Exit Ticket
- Problem Set
- Lesson 1 from the Grade 5 Module and accompanying Problem Sets and Student Debrief
- Session PowerPoint
- Debrief Video
- Review PowerPoint
- Review Video
Differentiation in the Student Debrief / 2:10-2:25 /
- Discuss how to these to differentiate instruction
- Lesson 1 from the Grade 5 Module and accompanying Problem Sets and Student Debrief
- Session PowerPoint
- Review the lesson selected for the debrief activities and practice the debrief
Reflection on Preparation and Implementation / 2:25-2:30 /
- Reflect on what has been learned
- Review Parent Engagement resources on EngagenNY.org
Session Roadmap
Section: Introduction / Time: 1:30-1:32[2 minutes] In this section, you will…
• Review the agenda in order to frame the session for participants.
• Introduce objectives and sequence the session to identify the focus of the session/ / Materials used include:
• Session PowerPoint
• Video (Facilitator option if appropriate video available)
• A Story of Units: A Curriculum Overview for Grades P-5
• How to Implement A Story of Units
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
30 secs. / Slide 1
/ NOTE THAT THIS SESSION IS DESIGNED TO BE 60 MINUTES IN LENGTH
Turnkey Materials Provided in Addition to PowerPoint:
• Video Clip: XXX (when applicable)
Additional Suggested Resources:
• A Story of Units: A Curriculum Overview for Grades P-5
• How to Implement A Story of Units
This session, Student Debrief in Practice, follows a session on Application and Concept Development in Practice. It is one session in a three-part series in which we look at Lesson 1 in order to model, teach, and practice the instructional routines that will support implementation of A Story of Units. These sessions also include discussion and practice on ways to differentiate according to the needs of diverse learners and varied student populations in any given district, school, or classroom / Grade band-K-2,or 3-5
1 min. / Slide 2
/ Our objectives for this session are to revisit the modules we explored yesterday in preparation to :
• Model, teach, and practice the instructional routines that will support implementation of A Story of Units
• Differentiate according to the needs of diverse learners and varied student populations in any given district, school, or classroom
In this session, we will specifically be returning to the Student Debrief, including another look at Problem Sets and the Exit Ticket. As in the previous session, our examples will be drawn from Lesson 1 in K-5. While we’ll look at some examples as a group, you will also have the opportunity to engage with Lesson 1 of the grade level of your choice.
NOTE TO FACILITOR: CHOOSE ONE OF THE PROVIDED SET, LESSON 1—MODULE 1, GRADES K–5. BEFORE BEGINNING THE SESSION, LET THE PARTICIPANTS KNOW THAT YOU’LL BE MODELING FROM GRADE 5 THROUGHOUT THE LESSON. INSTRUCT THEM TO LOCATE THEIR COPY OF GRADE 5—LESSON 1 AT THIS TIME SO THEY CAN FOLLOW ALONG LATER.
Say:
• Take a minute to read the session objectives.
• Going to prepare you to teach these modules in September, and how to differentiate this component.
• The Problem Set is not completed during the debrief, but is a tool used to facilitate conversation during the debrief. (Problem Set minutes are included in Concept Development).
30 secs. / Slide 3
/ We’ll begin this session by revisiting the structure and function of Problem Sets, establishing their role within the lessons in A Story of Units. Then we will address concerns and best practices associated with implementing the Student Debrief. Later in the session, we’ll model and practice this components, discuss how we can differentiate to support varied learners, and take some time for reflection and planning.
Section: Another Look at Problem Sets / Time: 1:32-1:44
12 minutes] In this section, you will…
- Review what was learned in the previous Lesson Study about Problem Sets to prepare participants to be able to support the use of Problem Sets.
- Identify concerns about implementation and plan for response to enable effective implementation.
- Discuss potential solutions in order to plan for effective implementation.
Session PowerPoint
Module 1
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
3 mins. / Slide 4
/ In our previous Lesson Study, you had an opportunity to examine a Concept Development in A Story of Units, so you have seen how the Problem Set supports the student learning taking place within this part of the lesson.
As part of the Concept Development, students may be asked to complete a Problem Set. This Problem Set is included as one of the reproducible pages with each lesson. These may be completed independently or with teacher guidance – another opportunity for making instructional choices that serve your students – and are often reviewed in class as part of the lesson.
The Problem Sets often include fluency pertaining to the Concept Development, as well as conceptual and application word problems. The primary goal of the Problem Set is for students to apply the conceptual understanding(s) learned during the lesson. / Grade band-K-2,or 3-5
2 min / Slide 5
/ Just as we practiced implementing instructional routines associated with Application Problems and Concept development, let’s take a few minutes here to practice differentiation of these lesson components.
Choose from the set of Lesson 1 materials provided. With partner, discuss how you might adapt the Application Problem or Concept Development. Develop your own sample dialogue for one of these lesson components, keeping in mind the needs of a specific student population. If you complete this activity before our time is up, look at another example of this lesson component and consider other ways to differentiate these materials.
Allow 6 minutes for this activity. Participants may choose a lesson component to consider during this activity, or you may assign certain tables to look at either the Application Problem or Concept Development.
Advance to the next slide.
8 mins. / Slide 6
/ Just as we practiced implementing instructional routines associated with Application Problems and Concept development, let’s take a few minutes here to practice differentiation of these lesson components.
Facilitator: You may do the lesson suggested or follow the instructions below and choose a lesson you find appropriate for your audience.
Choose from the set of Lesson 1 materials provided. With partner, discuss how you might adapt the Application Problem or Concept Development. Develop your own sample dialogue for one of these lesson components, keeping in mind the needs of a specific student population. If you complete this activity before our time is up, look at another example of this lesson component and consider other ways to differentiate these materials.
Allow 6 minutes for this activity. Participants may choose a lesson component to consider during this activity, or you may assign certain tables to look at either the Application Problem or Concept Development.
Advance to the next slide.
Facilitator: If you use the current slide- the dialog could be:
• Where to find lesson: Last blue tab (K-5): Lesson 1
• Complete the problem set
• Take 6 minutes to analyze with your partner:
• Which question(s) would you make mandatory?
• HINT: Take a careful look at the sequence of problems to make sure there is a balance of all problem types and complexities
Section: Implementing the Student Debrief / Time: 1:44-1:54
[10 minutes] In this section, you will…
• Discuss best practices and concerns for implementing the Debriefs in order to enable effective implementation.
• Discuss ways to implement the Debriefs in order to build the participants skill set. / Materials used include:
• Session PowerPoint
• Module 1
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
1 min. / Slide 7
/ Now that we’ve taken one last look at the Problem Set – which is really a part of the Concept Development – let’s move on to the final lesson component, the Student Debrief. Before we model and practice this part of the lesson, we’ll spend a few minutes discussing any concerns and best practices associated with the Student Debrief. / Grade band-K-2,or 3-5
2 mins. / Slide 8
/ Before we move forward, recall what we learned in our Lesson Study about the Student Debrief.
• Includes sample dialogue or suggested lists of questions
• Talking points are to guide teachers as they support students in reflection and active processing.
• Rather than ask all of the questions provided, teachers should use those that resonate most as they consider the needs of their students
• Conversation constitutes a primary medium through which learning occurs in the Student Debrief.
• All students should emerge clear enough on the lesson’s focus with the ability to give a good example or make a statement about it.
“Exit Tickets” close the Student Debrief component of each lesson.
7 mins / Slide 9
/ Just as we did in the earlier sessions, let’s surface some of the concerns and solutions you have regarding the Student Debrief.
NOTE TO FACILITATOR: Prepare this slide in advance based on the concerns that are submitted during the Lesson Study. Be prepared to provide the answers if the tables do not generate correct responses.
Open the floor for participants to voice their concerns and share solutions. Allow 3 minutes for open sharing. As this time of open sharing draws to a close, click to advance summary. Point out the most frequent solutions if they have not already been voiced during this period. . If it is not voiced by the group, be sure to point out that just as instructional routines must be taught in support of Fluency Practice, Application Problems, and Concept Development, so must teachers and students learn the routines associated with the Student Debrief.
Now let’s consider how you might address the concerns that have been shared by the group. Take 2 minutes to brainstorm at your table. As you anticipate potential roadblocks, think about how you might navigate through them successfully.
Allow 2 minutes for brainstorming, then click to the next slide.
Section: Modeling and Practice / Time: 1:54-2:06
[12 minutes] In this section, you will…
• See models of student debriefs in order to build content knowledge
• Practice models of Debriefs in order to improve teacher skills / Materials used include:
• Module 1
• Session PowerPoint
• Debrief Video on EngageNY
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
30 secs. / Slide 10
/ Let’s take a few minutes now and look at the Student Debrief in Grade 5—Lesson 1. As I model this part of the lesson, keep in mind the concerns we just shared. How are my instructional choices addressing those concerns? / Grade band-K-2,or 3-5
7 mins. / Slide 11
/ Note to Facilitator: The Fishbowl is a great technique for modeling instructional strategies because you can have participants model actual student issues allowing you to role play best practices to meet those needs. It is important to practice the Fishbowl or use the Video of Robin Ramos Fishbowl Debrief. Remind the participants that you’ll be Fishbowl modeling from GRADE 2. Make sure they have their copy of GRADE 2—LESSON 1 Debrief so they can follow along. Note to Facilitator: Lead the participants through the Student Debrief from your selected Lesson 1. Be sure to demonstrate the type of support you would provide to students who are inexperienced with this process – lots of questions, prompts, cues, wait time, feedback and praise – even though the adult learners in your session could navigate this without your assistance.
Also, be sure to include the EXIT TICKET as you model this debrief. Be sure that participants understand that the Exit Ticket is a component of the debrief. Reiterate the role of the Exit Ticket as an informal assessment that will impact planning for future instruction.
Be prepared to discuss various possible instructional choices in the lesson. How did you choose to approach this debrief, and what other equally valid choices might you have made?
Because the Student Debrief is designed to consolidate the learning that has occurred throughout the lesson, take a couple of minutes to review this lesson independently. Look carefully at the Concept Development including the Problem Set. Read the lesson objective to yourself.
Allow 3 minutes for independent review of the selected lesson, then lead participants through the Student Debrief.
As I model this introduction to the Student Debrief, remember that as with all lesson components, you have the opportunity to make some instructional choices based on the needs of your classroom.
7 mins. / Slide 12
/ Take 2 minutes at your table to discuss what you have seen during this Fishbowl at your tables. Use Module 1, the Curriculum Overview Guide to identify what you have seen.
Facilitator: Be prepared to share what techniques you used and why?
Here are the techniques I used during this Fishbowl:
Note to Facilitator: Share what you did to differentiate the Debrief,
How many of you identified 3 of the techniques I used? 4? 5 and more?
Section: Differentiation in the Student Debrief / Time: 2:06-2:18
[12 minutes] In this section, you will…
• Discuss how to adapt Student Debriefs to differentiate instruction for diverse learners
• Practice ways to differentiate instruction with the Debrief to build teacher knowledge and skills / Materials used include:
• Session PowerPoint
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
30 secs. / Slide 13
/ Now let’s consider how you might adapt the Student Debrief to meet the needs of the learners in your classroom. As with all the lesson components, you should make instructional choices that are appropriate for your student population. / Grade band-K-2,or 3-5
8 min. / Slide 14
/ You watched as I modeled a Student Brief and now it is your turn. Please pick a lesson from your Module, find and read the Concept Development section and the Debrief Activity. Review the scaffolding ideas we have share out, that are indicated in the Module and that you already have in your repertoire. Agree with your partner what student needs each of you will role model. Then take 2 minutes each to lead your partner through the debrief, stressing the adaptations you are making to meet that student’s needs. After one of you has led the debrief, your partner has 1 minute to describe the adaptations you made to the debrief. Switch roles and repeat the same process.
2 mins. / Slide 15
/ Lead a brief whole-group discussion, allowing two or three participants to comment on the experience.
Click to reveal the provided list of specific techniques, highlighting any that were not shared during the group discussion.
Examples included above represent:
• Students below grade level
• Students above grade level
• ELL
Section: Reflection on Preparation and Implementation / Time: 2:18-2:30
[7 minutes] In this section, you will…
• Reflect on takeaways, key points and plan next steps in order to confirm that key knowledge has been learned. / Materials used include:
• Session PowerPoint
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
30 secs. / Slide 16
/ As we prepare to close this session with time for reflection and planning, we need to consider how we engage an extremely important population in our schools- PARENTS.
. / Grade band-K-2,or 3-5
3 min. / Slide 17
/ Recall that NYSED:
• Conducted an evening session with a panel of experts at the February NTI about how to inform and engage parents in the Common Core.
• Has provided a toolkit of how to organize and facilitate parent communications that is housed on the EngageNY site
•
Note to the facilitator:
You will want to build this section out based on your training at the February NTI session.
.
5 mins. / Slide 18
/ Whole group. 5 minutes.
2 mins. / Slide 19
/ As we close, let’s consider a few key points from this session. The Problem Set is an important part of both the Concept Development and the Student Debrief
• The Student Debrief is an opportunity for students to articulate the new understandings acquired during the course of the lesson.
• As the final component in the Student Debrief, the Exit Ticket is an informal assessment that will impact planning for future instruction.
• The Student Debrief may be adapted to meet the needs of specific learners.
Use the following icons in the script to indicate different learning modes.