Using Cool-downs to Drive Instruction

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Overview

Each lesson in the OUR 6-8/IM 6-12 Math curriculum includes a “cool-down,” a brief formative assessment that gives both students and teachers the opportunity to see what is and isn’t making sense to students at the moment. In this problem-based curriculum, students build their understanding of a concept over the course of several lessons, so teachers need to consider the evidence from each lesson’s cool-downs within a larger context. The curriculum authors have provided guidance on whether or not teachers should “press pause” if cool-downs from a given lesson reveal that students have not yet mastered a concept or skill.

Audience

This workshop is designed for teachers using the OUR 6-8/IM 6-12 Math Curriculum. Other educators who support these teachers may benefit from the the session as well.

Specifications

• 2 hours
• Participants will need a computer with a camera and microphone.

Outcome

I leverage the curriculum’s problem-based structures to plan meaningful learning experiences for my students.

Learning Experience

Define

• Different approaches to working with Cool-downs
• Personal successes & challenges
• The purpose of using Cool-downs with students
• Best practices for collecting and interpreting
• The three suggested ways to use Cool-down data to adjust upcoming instruction

Explore

• Examples of student work on Cool-downs from three consecutive days of OUR 6-8 Math lessons, and the guidance from the curriculum authors about suggested teacher next steps for those specific lessons

Build

• Strengthen their personal approach to Cool-downs by either: completing a planning template, experimenting with a tech tool, or adjusting their pacing plans