Using Cool-downs to Drive Instruction

Focus Area: OUR 6-8 / IM 6-12 Math
Audience:

TTeachers

Pathway: Understanding

Available Now

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.

Outcome

I can build efficient and effective systems for collecting, interpreting, and reacting to cool-down data within the context of the learning progression of a unit.

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.

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