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CHAPTER 1

Before the Unit

Teacher: Know thy impact.

—John Hattie

The ultimate outcome of planning before the unit begins is for you and your team members to gain a clear understanding of the impact of your expectations for student learning and demonstrations of understanding during the unit.

In conjunction with the scope and sequence your district mathematics curriculum provides, your collaborative team prepares a roadmap that describes what students will know and be able to demonstrate at the conclusion of the unit. To create this roadmap, your collaborative team prepares and organizes your work around five before-the-unit-begins high-leverage team actions.

HLTA 1. Making sense of the agreed-on essential learning standards (content and practices) and pacing

HLTA 2. Identifying higher-level-cognitive-demand mathematical tasks

HLTA 3. Developing common assessment instruments

HLTA 4. Developing scoring rubrics and proficiency expectations for the common assessment instruments

HLTA 5. Planning and using common homework assignments

These five team pursuits are based on step one of the PLC teaching-assessing-learning cycle (Kanold, Kanold, & Larson, 2012) shown in figure 1.1 (page 8). This cycle drives your pursuit of a meaningful formative assessment and learning process for your team and for your students throughout the unit and the year.

In this chapter, we describe each of the five before-the-unit-begins high-leverage team actions in more detail (the what) along with suggestions for how to achieve these pursuits (the how). Each HLTA section ends with an opportunity for you to evaluate your current reality (your team progress). The chapter ends with time for reflection and action (setting your Mathematics at Work priorities for team action).

Source: Kanold, Kanold, & Larson, 2012.

Figure 1.1: Step one of the PLC teaching-assessing-learning cycle.