This 2-day workshop is designed to serve as your learning community’s introduction to the OUR 6-8/IM 6-12 Math curriculum. Participants will have the opportunity to dive into the first unit of the curriculum from a student perspective. They will use this experience to explore how the IM K-5 curriculum is designed for a problem-based approach to math instruction, and reflect on the implications this approach has on their current teaching practices. The group will work together to develop comfort with the design and structure of curricular resources, and confidence around planning effectively. This Launch prioritizes an understanding of the goals of the curriculum, and how it can engage all learners through the use of specific instructional routines designed to support students in communicating about their mathematical thinking.
This workshop is designed for educators who are just beginning to plan for making the transition to the OUR 6-8/IM 6-12 Math Curriculum. It would also be worthwhile for educators in their first year of implementation who have not yet had a structured opportunity to explore the basics of the curriculum design.
- 2 days, 6-7 hours each day
- 8 – 120 educators
- The Launch workshop is designed for a combination of grades 6-8, and High School teachers. Special education teachers, administrators, coaches, and others are welcome to join.
- The length of the workshop can be reduced or increased by 1-2 hours. The content can be modified to meet the needs of a 6-8, 6-12, or HS audience. The content can be modified to meet the needs of participants using Open Up Resources, Kendall Hunt, Imagine Learning (formerly LearnZillion), Kiddom, or McGraw-Hill.
- The best time for this experience would be in the spring or at the end of the school year prior to the beginning of the first year of the curriculum implementation. If participants have had the opportunity to pilot a few lessons or a unit of the curriculum, the learning experience will be even richer.
I can successfully launch the curriculum by navigating the resources, understanding the structure, and facilitating problem-based activities.
Participants will gain awareness of the structure and goals of the curriculum, and develop understanding of how it is designed for problem-based learning and the implications on their instructional practice. By the end of the workshop, they will be able to:
- Define the key characteristics of problem-based math instruction
- Explore the curriculum materials and resources
- Explore a process for internalizing the components of a lesson
- Internalize the learning progression of multiple lessons in Unit 1
The key characteristics of a problem-based approach to math instruction include:
- A classroom culture where students believe they can tackle problems on their own and are willing to learn by sharing and listening to each other
- The Launch – Student Work Time – Synthesis structure of classroom activities where the teacher helps students compare and reflect after they’ve worked on a problem for a while instead of following a progression of gradual release
- Each lesson and activity has a discrete learning purpose
- Learning experiences are carefully sequenced to help students to develop conceptual understanding over time and eventually reach procedural fluency.
- A focus on discourse where students are communicating with each other to explain their mathematical thinking