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Intellectual Preparation vs. Lesson Planning: Supporting Teachers with Making the Shift

Crystal Hall, New Teacher Center

Tiana Pitts, New Teacher Center

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Facilitators

Crystal Hall

Senior Director,

Southeast

Tiana Pitts

Senior Program Consultant, Southeast

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Welcome & Connecting

Intellectual Prep vs Lesson Planning

Intellectual Prep Best Practices

Supporting Teachers with Intellectual Prep

Closing

Session Materials: tinyurl.com/impactFLprep

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Collaboration Agreements

Equity of Voice

Active Listening

Perspective-Taking

Safety and Confidentiality

Stay Engaged

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Session Outcomes

Explain the key differences between intellectual preparation and lesson planning
Describe the process of intellectual preparation and its impact on student success
Describe and model effective methods for making the shift from lesson planning to intellectual preparation

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Connector

What is the current format for PLCs and/or collaboration opportunities in your school? What do teachers focus on the most?

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Traditional Planning vs. Intellectual Preparation

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Traditional planning may look like…

Divide and conquer: members of a PLC choose a set of lessons within the unit to plan, and share or they choose parts to plan (one person plans activities, one person plans the test, etc)
Discussing where we are on the pacing guide
Working through some of the word problems
Discussing test or assessment data

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Decrease Logistical Planning, Increase Preparation

Intellectual Prep

Big ideas

Internalizing standards

Anticipate misconceptions

Scaffolding support for all learners

Lesson Planning

Reviewing or creating pacing guides

Weekly schedule

Organizing materials

Finding activities

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Levels of Internalization

Daily Lesson Internalization

Independently prior to daily lesson

Purpose: The How

Understand the teacher moves that lead to conceptual understanding

Unit Internalization

Two weeks before the start of each unit

Purpose: Big Picture

Understand the purpose, goals and sequencing of the entire unit/module

Weekly Lesson Internalization

Every other Friday

Purpose: The What

Deconstruct the standard(s)
Understand how the lesson/topic builds

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Enabling Conditions for Effective Intellectual Prep

Structures

Do teachers have common planning?

Is common planning time protected?

Is common planning reserved weekly?

Is there a structure or protocol for unit and lesson internalization?

Collaboration

Do instructional leaders facilitate/support PLCs?

What pre-work should teachers complete in order to maximize collaboration time?

Is there an agenda?

Are teachers empowered to lead and support each other?

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What does it take to plan in a way that ensures you’re able to build students’ conceptual understanding?

What are the risks to not having strong internalization/preparation practices in place?

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Intellectual Preparation Best Practices

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A quick look at the preparation process

What stands out to you in this example? What is similar or different from your current thinking about intellectual prep?

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What is Intellectual Preparation?

Fish Tank Learning: The Power of Intellectual Prep, 2022

Knowledge of the Content

Having a deep expertise in the content and curriculum by reading the texts/doing the math and knowing unit and lesson goals

Knowledge of Your Students

Having a deep understanding of your students’ identities, academic strengths, and areas for growth

Ensuring ALL Students Can Access the Content

Anticipating student misconceptions and adding in just-in-time supports for students. Customizing units and lessons to make them relevant for all students

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Key Steps for Unit Internalization

STEP	GUIDING QUESTION
Step 1: Orienting to the Unit	What are the big ideas and concepts for the entire unit?
Step 2: Orienting to the Unit Assessment	What will students need to know and be able to do?
Step 3: Understanding Unit Strategies	What are the mathematical representations, generalizations and language for this unit?
Step 4: Accelerate Learning	How can I accelerate learning for students missing prerequisite skills or knowledge?

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Key Steps for Lesson Internalization

STEP	GUIDING QUESTION
Step 1: Lesson Overview	What is being taught and how are the lessons connected?
Step 2: Language, Representation, Generalizations	What will students learn? What will they do?
Step 3: Support for ALL Learners	What misconceptions and differentiation should I plan for?
Step 4: Annotations	How am I facilitating the lesson?
Step 5: Check for Internalization Moves	Do I deeply understand the lesson?

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Check out Impact Florida’s Intellectual Preparation Toolkit!

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What should effective preparation look and sound like?

Gallery Walk

Discuss and chart with your group.

Consider what it should look like, what it should sound like, and what types of supports teachers need in order to make this happen.

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What should effective preparation look and sound like?

Gallery Walk

Think back to your reflections during the connector. How much of this is currently happening in PLCs? What needs to be prioritized?

Discuss and chart with your group.

Consider what it should look like, what it should sound like, and what types of supports teachers need in order to make this happen.

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Intellectual Preparation in Action

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A tale of two classrooms…

Adapted from Smith, M. S., Silver, E. A., Stein, M. K., Boston, M., & Henningsen, M. A. (2005). Improving instruction in rational numbers and proportionality: Using cases to transform mathematics teaching and learning, Volume 1. New York: Teachers College Press.

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A tale of two classrooms…

Read the narrative for Mr. Donnelly’s and Ms. Pascal’s lesson.

Highlight and note things that stand out - differences, similarities, evidence of intellectual prep

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A tale of two classrooms…

What are some of the differences you noted?

What did each teacher do well? What might they need to work on?

What supports might each teacher need during the upcoming PLC to ensure all students are getting high quality instructional opportunities?

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Closing

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What’s top of mind for you leaving this session?

Something I am still processing is…	One next step for me is…
A reflection that I have from this session is…	A question I have is…

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Please provide feedback - Thank You!

Presenters:

Tiana Pitts

Crystal Hall

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Scan the QR Code below to complete a quick survey on this session:

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Please join us for a snack break in the Grand Foyer.

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Breakout #2: Transition Notes

Now 30-minute snack break in Ponce Foyer
4 p.m. Role-Alike Sessions

Superintendents, Assistant Superintendents, CAOs - Discovery
District Level Curriculum Leaders - Voyage
District Level Leaders (Non-Curriculum) - Journey B
Principals and Teachers - Journey A
Stakeholders - Ponce Ballroom

5 p.m. Networking Happy Hour in Tesoro Cove