It is important to “launch” students into the work as quickly as efficiently as possible.  The longer it takes for students to get to work on the task the less thinking they will do.  Additionally, the longer the mini-lesson takes the more likely key information will be front-loaded to students which reduces the cognitive demand of the task and diminishes overall learning. We want to consider the difference between just enough information and just in case information.

Pre-Work:

• Read the Eureka Lesson overview to understand the purpose of the lesson.
• Read through the Problem Set and Exit Ticket to identify three “levels” of problems

• Consider the “Basic” level tasks → What is just enough information that you will need to get students to this type of problem?

• Read through the Concept Development examples and identify which ones you will introduce to give students just enough information to work on the “Basic” tasks.
• Consider the cognitive lift between Basic and Intermediate as well as Intermediate to Advanced problems.

• What would be the just in case scaffold you would provide to a student if they are struggling to advance up the ladder independently?
• Do you need to prepare some extra Basic or Intermediate level problems for students who may need a few more before approaching the next level.

Process:

1. Launch the learning by going through the class example that you’ve identified as needed to provide just enough information to engage with the first level of problems.

1. Encourage using Think-Pair-Share to build as much student discourse and engagement as possible during the mini-lesson.

2. Provide students with the working problem set and provide insight into the different levels of problems.

1. You can color code the Basic, Intermediate, and Advanced problems
2. You can create a table that indicates which problems are Basic, Intermediate, and Advanced.
3. “You are going to work on these problems. Start with the *insert color* problems, then move to *insert color* problems, and end with the *insert color* problems. You don’t need to do all the problems in each group – if you feel confident, move onto the next level. Try to do them by yourself. Get help if you need it.”

3. Allow students time to engage in the task.

1. Move around the room, but do not offer support for the first few minutes.
2. After a couple of minutes, provide students a space to get support.

1. “If you are having trouble, meet me at the table/rug/etc.”

Other Considerations: Feel free to call the Basic, Intermediate, and Advanced something different like “Mild, Medium, Spicy” to make it more interesting for students.