Teaching by Design in Elementary Mathematics, Grades 4–5

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

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

May 2012 | 272 pages | Corwin

This professional learning programme for Key Stage 3 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: Addition and Subtraction With Like and Related Fractions

Session 4: Understanding Equivalent Fractions

Session 5: Problem Solving With Rational Numbers

Session 6: Decimal and Fraction Relationships

Session 7: Comparing and Ordering Decimals and Fractions

Session 8: Mathematical Models: Adding and Subtracting Fractions

Session 9: Mathematical Games: Adding and Subtracting Fractions and Decimals

Session 10: Understanding Standard Procedures

Session 11: Instruction to Support Fluency With Standard Procedures

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

"Teaching by Design in Elementary Mathematics is a wonderful tool that can easily be adopted by schools or districts looking to improve mathematics instruction and empower their teachers in the process. By providing a combination of mathematical knowledge, pedagogical strategies, and support for learning the new content and implementing it in the classroom, this volume will help groups of teachers work together to reflect on and improve their teaching of mathematics to all young children."

Liza Finkel, Associate Dean

Portland State University, OR

"Helps teachers investigate how students learn, focusing on grade-appropriate math, activities and lesson plans for teacher teams to evaluate student performance. A fine resource for improving and supplementing education."

James A. Cox, Editor in Chief

The Midwest Book Review, August 2011

"I strongly recommend this book for a professional development program that involves rational numbers for teachers in grades 4-5. A skilled facilitator could use the structure of this book to develop professional development in these other areas."

Christie Perry

Morehead State University, Kentucky

Mathematics Teaching in the Middle School, Vol. 17, No. 6, February 2012

The book breaks down the 4-5 Common Core Standards and provide activities for teaching them! Excellent!

Mrs Sonya Price

Education Department, Mount Vernon Nazarene University

February 26, 2013

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Sample Materials & Chapters

Introduction

Session 1

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

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

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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