It’s that time of year again…the time where we reflect on the past and set goals for the year ahead. As I reflect on the Next Generation Science Standards (NGSS) and what’s had the most positive impact on science teacher practice and student learning over the last few years, three readings immediately come to mind.
Check them out, along with corresponding New Year’s resolutions, below.
New Year’s Resolution 1: Engage students in modeling how and why phenomena occur.
In case you missed it, you can read the first half of this blog here.
Now that we have an understanding of the standard by doing the math and identifying the standard (see Part I), we are ready to move onto the remaining steps in the lesson planning process:
Step 3: Review the End Goal
Before customizing the lesson, I want to calibrate the level of rigor I am seeing on a variety of A.APR.1 assessment items. There are no questions on the Mid or End of Module Assessment directly related to this lesson, so we will look at the Exit Ticket, an item from the Regents Exam, and a non-calculator and calculator item from the Fall 2017 PSAT.
In the exit ticket, students are asked if the sum of three polynomials will produce a polynomial. In the Teacher’s Lesson, the answer to this question is “yes”, but does this really demonstrate understanding? Read more
The EngageNY Lessons for Mathematics grades 6-11 are an excellent interpretation of the Common Core State Standards and the Standards for Mathematical Practice. But often the lessons are dense, progress in complexity too quickly, or assume [a lot!] of prior knowledge.
So how do you customize the lesson to make it accessible for students without compromising the rigor?
In this two-part blog, I will share a lesson planning process that has helped me to remix lessons to make them a hit for teachers and students alike.
Below is an overview of the process. Part 1 will cover the first two steps, and Part 2 will cover the remaining three steps.