IT IS THE VISION OF SAN DIEGO MATHEMATICS THAT EVERYONE SEE THEMSELVES
AS MATHEMATICIANS WHO ARE KNOWLEDGEABLE, CAN APPLY THEIR THINKING
WHEN MAKING SENSE OF THE WORLD, AND CAN COMMUNICATE THEIR REASONING
AS ACTIVE CRITICAL THINKERS AND PROBLEM SOLVERS.
I'M READY TO IMPROVE MY TEACHING PRACTICE. WHERE DO I START?
FOLLOW EACH STEP OF THE DECISION TREE, RESPONDING TO THE PROMPTS TO IDENTIFY THE
APPROPRIATE INTERVENTION. ONCE YOU'VE IDENTIFIED THE INTERVENTION, CLICK THE CORRESPONDING
PRACTICAL MEASUREMENT BUTTON. START BY ESTABLISHING BASELINE DATA THROUGH THE
PRACTICAL MEASUREMENT SURVEY, WHICH YOU SHOULD ADMINISTER TO YOUR STUDENTS. AFTER
COLLECTING THIS BASELINE DATA, USE THE LINK PROVIDED IN THE INTERVENTION BOX TO DEVELOP AND
IMPLEMENT THE INTERVENTION. AS YOU PROCEED, REGULARLY USE THE PRACTICAL MEASUREMENT
TOOL TO MONITOR STUDENT PROGRESS. WHEN THE INTERVENTION SHOWS POSITIVE RESULTS, RETURN
TO THE DECISION TREE TO SELECT THE NEXT INTERVENTION, AND REPEAT THE PROCESS.
YES
STEP 1:
Great!
The next step is to have
clear and consistent
methods for redirecting
students individually
and as a whole group
Wonderful! You’re
ready to do the work
of developing a
cohesive student-
facing unit storyline
Not a problem! Do you
have clear methods
and strategies for
transitioning students ?
All good! Work with a
colleague to plan, practice,
and implement strategies:
YES
NO
NO
Do most of the students
in your class:
- Transition between learning
activities without losing learning
time?
- Follow instructions when you
release them to work?
- If off task, respond when
redirected individually and as a
whole group?
Classroom Community
Well Organized
Classroom
Teacher Caring
Click here for a practical
measurement tool
YES
Wonderful! You are
ready to establish
routines for facilitating a
flow of learning that
follows a cohesive
mathematical storyline
and incorporates
rigorous and engaging
tasks
Not a problem. Do you
have a clear and accessible
student facing resource
that can be used to
reference key
understandings and skills
of a unit?
YES
NO
NO
Do most of the students in
your class:
- At the end of each lesson, clearly
identify the specific understandings
and skills that the lesson was
designed to teach or reinforce?
- Have access to, and/or are co-
constructing, a resource (notes)
that they can use throughout a
lesson, unit, or the year to find key
ideas and processes? (For example,
Unit Reference Guide, Math
Journal)
Great! Now you’re ready
to build daily syntheses
that can be used to
solidify unfinished
learning.
Sample Lesson
Synthesis (see
comments on the slides
to learn more)
All good! Use the Unit
Internalization Protocol to
use the end of unit
assessment to identify
key understandings and
skills (including pre-
requisites) that students
will need during the unit
and make a plan to
document them in one
resource.
STEP 2:
Click here for a practical
measurement tool
YES
Wonderful! You’re
ready to establish
routines for revision.
Not a problem. Do you
have a routine that
provides an opportunity
for students to brainstorm
and share mathematical
ideas, free of evaluation
for correctness ?
YES
NO
NO
Do most of the students in
your class:
- Freely offer ideas, thoughts, and
questions in whole group and small
group settings ?
- Independently and
interdependently seek resources,
skills, and understandings from the
unit when stuck ?
- Regularly and effectively apply
concepts and procedures to novel
situations without your help?
All good! Work with a
colleague to plan, practice, and
implement strategies that make
student thinking visible and
that assign competence to all
learners:
Think Pair Share
Notice and Wonder
Collect and Display
Math Talk
Great! Do you have
routines that engage
students with the task
and the learning
resources in
anticipation of
synthesizing and
applying concepts and
procedures?
YES
Great! Now you’re
ready to support
sustained
interdependent
problem-solving by
using technology to
make a variety of
student strategies
public throughout the
lesson activity (for
example, in ADM,
display the Teacher
Dashboard).
NO
All good! Work with a
colleague to plan, practice,
and implement strategies
that scaffold synthesis and
application of key concepts
and procedures
3 Reads
Co - Craft Questions
STEP 3:
Click here for a practical
measurement tool
Click here for a practical
measurement tool
YES
Wonderful! You’re
ready to use Practical
Measures to refine
your practice in ways
that deepen student
learning.
Not a problem. Do
you incorporate
student ideas into
your lesson debrief
and synthesis?
YES
NO
NO
Do most of the students
in your class:
- Reflexively revise their thinking
when they interact with relevant
thinking from their peers?
- Regularly and effectively
engage in peer review of work
products?
- Regularly and effectively apply
your feedback to revise their
work products as well as identify
what they’ve learned from the
revision process?
All good! Work with a
colleague to plan, practice, and
implement the 5 Practices,
ending with Compare and
Connect. (For 6-8 teachers, this
Cool Down Guidance will help
you Anticipate and Monitor
when using the 5 Practices.)
Wonderful! Now you’re ready to
facilitate whole class and peer review
protocols:
Critique, Correct, Clarify
Stronger and Clearer Each Time
STEP 4:
Click here for a practical
measurement tool
