Teaching by Design in Elementary Mathematics, Grades 2–3

Jennifer Stepanek - Education Northwest
Melinda Leong - Education Northwest
Linda Griffin - Education Northwest
Lisa Lavelle - Education Northwest

Other Titles in:
Elementary Teaching Methods | Mathematics | Staff Development & Professional Learning

June 2012 | 256 pages | Corwin

This professional learning programme for Key Stage 2 mathematics teaching is grounded in the latest research on the characteristics of effective professional development. The materials help teachers:

- deepen their content knowledge for important mathematical concepts in their grade

- increase their understanding of how students learn these mathematical ideas

- use their knowledge to develop effective lessons and improve instruction

- enhance their collaboration skills.

The mathematical content of Teaching by Design in Mathematics matches content topics in number and operations identified for each grade by the NCTM Curriculum Focal Points. The culminating activity of the programme is the co-creation of a prototype lesson which is taught to students by team members; the team then investigates the impact of the lesson on student learning. The cycle of investigating, planning, teaching, observing, debriefing, and revising a lesson together contributes to a climate of continuous professional learning.

Acknowledgments

About the Authors

Introduction

Session 1: Getting Started

Session 2: Learning Landscape

Session 3: Conceptualizing and Counting Equal Groups

Session 4: Multiplication and Division Word Problems

Session 5: Connecting Mathematical Ideas

Session 6: Children's Strategies: Direct Modeling

Session 7: Children's Strategies: Counting and Addition/Subtraction Strategies in Multiplication and Division

Session 8: Models for Multiplication and Division

Session 9: Children's Strategies: Numerical Reasoning

Session 10: Number Relationships for Multiplication and Division

Session 11: Games Supporting Fluency With Division

Session 12: Designing the Prototype Lesson

Session 13: Discussing Results

Session 14: Reflecting On and Revising the Prototype Lesson

Index

"As our teaching team went through the lesson design process we were amazed at the transformation that took place. It took us out of isolated practice and placed us into a collaborative setting where we could effectively redesign lessons so that student learning was positively impacted."

Marla Ernst, Teacher and Math Coach

Lebanon Community School District, OR

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Sample Materials & Chapters

Introduction

Session 1

Jennifer Stepanek

Jennifer Stepanek is a writer, editor, and researcher with Education Northwest in Portland, Oregon. She is the lead author of Leading Lesson Study: A Practical Guide for Teachers and Facilitators (2007), published by Corwin Press. Jennifer has worked with lesson study teams at a variety of sites in the Northwest to explore how teachers in the United States are adapting the Japanese model to fit their contexts and needs. Jennifer has written and edited a number of articles on lesson study and is also the co-author of An Invitation to Lesson Study, an electronic resource designed to help facilitators and other professional development... More About Author

Melinda Leong

Melinda Leong has served as a Senior Program Advisor in the Mathematics Education Unit at Education Northwest since 2001. She has been providing leadership in designing effective professional development in mathematics learning, teaching, and assessment. Before joining Education Northwest, she worked with the New York City Board of Education in District 2 as a teacher and director for 11 years at the K–8 level. She was the founder and director of the Manhattan Academy of Technology in New York, a middle school focused on integrating technology into a three-year comprehensive and rigorous academic program. Leong holds a B.A. in education... More About Author

Linda Griffin

Linda Griffin joined Education Northwest June 2004 and serves as the director of the Mathematics Education Unit. Her professional background includes fourteen years as a middle and high school mathematics teacher, as well as eight years working on National Science Foundation grant projects focused on teacher enhancement, gender equity, and parent involvement in the area of mathematics. Griffin has extensive experience conducting staff development and presenting workshops at regional and national conferences and has taught university courses in mathematics, including mathematics content courses for pre-service elementary teachers. Linda... More About Author

Lisa Lavelle

Lisa Lavelle, a senior program advisor in the Mathematics Education Unit at Education Northwest, is primarily involved in providing professional development to K-12 teachers of mathematics through both research grants and contracts with districts. Through the Northwest Regional Comprehensive Center, she also provides technical assistance to state education agencies. Lisa also teaches Math Methods at Portland State University as an adjunct instructor. Prior to joining the Center for Classroom Teaching and Learning at Education Northwest (formerly the Northwest Regional Educational Laboratory) in September of 2008, Lavelle taught mathematics... More About Author

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