Spring 2017 NYC Teaching Lab Demonstration Cycle


If you are interested in learning about the Teaching Lab model, we invite you to participate in one of our Teaching Lab Demonstration Cycles.

These hands-on professional learning (PL) sequences consist of:

  • Participating in 2 half-day PL sessions (see schedule below)
  • Trying out the material from the PL Sessions in your classroom
  • Collecting a small sample of student work to analyze at the second PL half-day

Participation in demonstration cycles is free, but enrollment is limited. To apply for a spot in an upcoming demonstration cycle, fill out the online application form available on the buttom below. We are currently accepting applications for the Spring 2017 NYC Math Demo Cycle.


Who is eligible for this Math Demo Cycle?

Teachers or Coaches who:

1.     Teach or support secondary math, science, or STEM (science, technology, engineering, math)

2.     Believe in educational equity and helping all students succeed

3.     Are eager to lead their peers and improve their own practice

4.     Want to create better professional learning for themselves and others


Spring 2017 NYC Math Demo Cycle:

Teaching with high-quality Math Tasks (Middle School Math)

   Part 1: Sun, June 4th, 10:30am - 2:30pm (task deep dive, planning, evidence collection)

   Part 2: Sat, June 17th, 10:30am - 2:30pm (reflection, examination of student work)

Location: Teach for America (TFA) New York office

Address: 25 Broadway, 12th floor, New York, NY 10004

Overview: This will include lesson study of Mathalicious tasks. Aligned with the Common Core State Standards, these tasks drive student understanding of both ratio and proportion and expressions and equations (RP and EE strands) through real-life applications.


What to Expect from Participating:

Participation in a demonstration cycle allows you to experience firsthand a new and better approach to professional learning, which you can use with your peers. In addition, participation in a demonstration cycle provides the following benefits:

  • Deeping your mathematical content knowledge
  • Learning instructional techniques to support all students with rigorous Common Core content
  • Access to free Common Core-aligned curricular & PD resources
  • Connecting with other outstanding educators in your city
  • Eligibility for the Teaching Lab Fellowship

Concrete products you will take away:

  • Examples of curricular resources, illustrating problem-based instruction
  • A lesson plan you have written to teach to your own students
  • Free, high-quality tools that can support improved teaching and lesson-planning
  • Tools and techniques for analyzing student work
  • PD resources you can share with your peers

What you will learn:

In the Spring 2017 NYC Math Demo Cycle, participants will learn to use high-quality math tasks to engage students and deepen their conceptual understanding. We begin by deepening our understanding of the middle school RP & EE progressions to help build vertical coherence.  We will then study a math task from Mathalicious - a research-based curricular resource - and identify the  most likely student misconceptions (e.g. procedural, conceptual, or contextual errors). Next, we will use this analysis to plan lesson facilitation that will help students navigate these areas and access the content.

This process helps teachers make the shift from teacher-centered, rote instruction to student-centered, problem-based teaching.


Agenda

Below is our draft agenda for the Spring 2017 NYC Math Demo Cycle.

  • 4-hr Opening Session:
  • Objective: Understand how to use a high-quality math task to support student access to RP and EE standards.
    • 45 min: Research and Content Knowledge
      • 15 min – Overview of Teaching Lab, connection of Mathalicious to CCSS Shifts, and relevant research (Yoon & Guskey; Jackson & Makarin)
      •  30 hr – Study of the RP & EE Progressions documents
    • 1 hr:  Model Teaching
      • 30 min – model teaching of “Coupon Clipping” 7th grade task  
      • 30 min – response to student misconceptions
    • 15 min – break
    • 2 hr: Lesson Planning
      • 30 min: Study of a Mathalicious task from your grade-level
      • 30 min: Annotation of likely student misconceptions and responses
      • 30 min: Practice teaching responses to misconceptions
      • 15 min: Preparing to collect evidence of student learning
      • 15 min: Next steps and closing

 

  • 4-hr Closing Session:
  • Objective: Analyze student work to understand more deeply how to support student access.
    • 1 hr 15 min: Reflection
      • 15 min – Ice breaker
      • 30 min – Individual reflection on student work
      • 30 min – Shared reflection (discussion) on student work
    • 30 min hr: New Learning
      • Tools & practices to support task-based instruction
    • 1 hr: The Teaching Lab Fellowship
      • 15 min – Overview of the Teaching Lab Fellowship
      • 15 min – Q & A
      •  30 min – Lunch break and one-on-ones with Teaching Lab organizing team
    • 1 hr 15 min: Planning to Share this Learning
      • 1 hr – Community organizing training to help you share these resources & PL with peers
      • 15 min - Conclusion

If you have any questions about the Teaching Lab Demonstration Cycles, please reach out to Teaching Lab Director of Organizing, Max Wagner at max@teachinglab.us.