Shared Vision for Grade Level Meetings
-Always leaving with something that we can use for our classroom rather than a list of to-dos
-Doing some shared planning to create cohesion across the grade level
-Using space as problem solving time to scaffold students through the lens of the pillar. Getting them to the next step. (We’re already noticing that students are struggling to go deep in Critical Response. How can we use this space to talk through what’s happening?)
-Looking at student work-- bringing in a dilemma and collaboratively addressing it
-Iterative learning will be necessary for this class. Trying things, reflecting, adjusting.
-Sharing texts, tools, and resources and strategizing how to use them across the subject areas.
-Getting beyond surface thinking
-Prototyping activities and tools
-Building towards transference between classes
Mr. Power introduced an exciting line of inquiry about how Critical Response looks in math across all the strands. Statistics and data is a clear strand, but what does this pillar look like when covering geometry and algebra? In terms of the math practices, Mr. Power has been asking his students to explain their thinking processes, and he’s seeing the same struggles.