A Story of Units - Module Focus Grade 2 Module 4

Sequence of SessionsOverarching Objectives of this July 2013 Network Team Institute

Participants will be able to identify the major work of each grade using the Curriculum Overview document as a resource in preparation for teaching these modules.

P-5.  Participants will draw connections between the progression documents and the careful sequence of mathematical concepts that develop within each module, thereby enabling participants to enact cross- grade coherence in their classrooms and support their colleagues to do the same.  (Specific progression document to be determined as appropriate for each grade level and module being presented.)

Participants will be able to articulate how the topics and lessons promote mastery of the focus standards and how the module addresses the major work of the grade in order to fully implement the curriculum.

Participants will be prepared to implement the modules and to make appropriate instructional choices to meet the needs of their students while maintaining the balance of rigor that is built into the curriculum.   

Participants will be prepared to utilize models appropriately in promoting conceptual understanding throughout A Story of Units.

High-Level Purpose of this Session Participants will draw connections between the progression documents and the careful sequence of mathematical concepts that develop

within each module.  (Specific progression document to be determined as appropriate for each grade level and module being presented.) Standards alignment.  Participants will be able to articulate how the topics and lessons promote mastery of the focus standards and how

the module addresses the major work of the grade. Participants will be prepared to implement the modules and to make appropriate instructional choices to meet the needs of their students

while maintaining the balance of rigor that is built into the curriculum.

Related Learning Experiences In Session 1, a curriculum overview, participants will gain an understanding of how each module contributes to the overall progression of

concepts throughout the grade-level. Session 3, Exploration of Models, will prepare participants to utilize models appropriately in promoting conceptual understanding

throughout A Story of Units. Session 4, Algorithms, will prepare participants to utilize algorithms appropriately in promoting conceptual understanding throughout

A Story of Units. Session 6, Leadership to Support A Story of Units, will help participants articulate examples of how to support implementation of the

curriculum and draw connections to the Evidence Guide for Planning and Practice in a Single Lesson.

Key Points• Modules Overviews and Topic Openers provide essential information about the instructional path of the module and are key tools in

planning for successful implementation.• Each of the lesson components are necessary in order to achieve balanced, rigorous instruction and to bring the Standards to life.• The Exit Ticket is an essential piece of the Student Debrief and provides daily formative assessment.• Opportunities to nurture the Standards for Mathematical Practice are embedded throughout the lesson.

Session Outcomes

What do we want participants to be able to do as a result of this session?

How will we know that they are able to do this?

Understand the key components of Module 4 and the lessons within it

Explain the components for a particular grade level and draw connections to the Progressions documents

Understand and demonstrate fluency; application problems and concept development; and problem sets, student debriefs and exit tickets and how they are to be used for differentiating instruction to meet the diverse needs of learners.

Participants will identify key components of the module structure and of each lesson within The Story of Units.

Participants will be able to articulate the instructional focus of Module 4 for a particular grade level (GK-5), thereby preparing participants to teach and/or prepare their colleagues to teach these Modules.

Participants will articulate the function of curricular components including Fluency Activities, Application Problems, Concept Development, Problem Sets, Student Debrief, and Exit Tickets and how they can be used to differentiate instruction.

Session OverviewSection Time Overview Prepared Resources Facilitator Preparation

Session Introduction 10:45-10:50 Frame session, referencing workshop agenda. Introduce objectives and sequence for this

session.

• Session PowerPoint• Review session notes and PowerPoint

presentation

Study of the Progression Document 10:50-11:10

Review module structure and consistency across the grades through Geometric Progression Document

• Module 4• Geometric Progression Document

• Review Geometric Progression Document• Review session notes and PowerPoint

presentation

Examination of Module Overview and Assessments

11:10-12:00 Study and discuss Overviews Assessments

Session PowerPoint • Review session notes and PowerPoint

Selected Lessonspresentation

Lesson Study 1:00-2:25 Detailed study with discussion and practice of

module components Review key points

• Review session notes and PowerPoint presentation

Bringing the Module to Life 2:25-3:00 Design and discuss plan to support implementation and differentiation

• Session PowerPoint• Review session notes and PowerPoint

presentation

Session RoadmapSection: Introduction Time: 10:45-10:50 [5 minutes]

In this section, you will…• Frame session, referencing the agenda• Introduce objectives and sequence the session

Materials used include:• Session PowerPoint

Time Slide #

Pic of Slide Script/ Activity directions GROUP

1 min 1. This Module Focus follows an opening session providing a update on the Curriculum Overview/Map of A Story of Units. At the previous NTI, sessions were dedicated to introducing earlier modules for each grade-level for Kindergarten through Grade 5. In this session, participants will explore another later module from their chosen grade-level, examining the mathematics of the module and analyzing the progression of concepts across the module.

Introduce session facilitators at the beginning.

2 min 2. Our objectives for this session are to explore Grade 2–Module 4 in order to:

• Draw connections between the NBT and OA Progression documents and the careful sequence of mathematical concepts that develop within each module.

• Articulate how the topics and lessons promote mastery of the focus standards and how the module addresses the major work of the grade.

• Prepare to implement the module and make appropriate instructional choices to meet the needs of students while maintaining the balance of rigor that is built into the curriculum.

As we move through this session, please ask questions that will help with your immediate understanding of the material. If you have questions that relate to your broader understanding of A Story of Units or how to implement the curriculum in your school or district, please write those on a sticky note along with your name and place the note on the parking lot. We will look at those questions during the lunch break and address them with the group if they are applicable to all or with you if they are specific to your situation.

1 min. 3. In order for us to better address your individual needs, it is helpful to know a little bit about you collectively. Who of you are classroom teachers? (Call for a show of hands.) School-level leader? Principal? District-level leader? BOCES representative?NOTE TO FACILITATOR: As you poll the participants, take note of the approximate size of each group. This will make it easier for you to re-group the participants for the final portion of this presentation.Regardless of your role, what you all have in common is the need to deeply understand the mathematics of the curriculum and the intentional instructional sequence in which it is brought

to life for students. Throughout this session, we ask you to be cognizant of your specific educational role and how you will be able to promote successful implementation in your classroom, school, district, and/or BOCES. Each time we pause to reflect, please do so through the lens of your own professional responsibilities. At the close of this session, you will have the opportunity to share your thoughts, ideas, and concerns with others in a similar role.Principals in particular- You will want to make notes for yourself as a result of your observations to use in later sessions tomorrow.

1 min 4. In this session, we’ll begin by spending some time with the NBT and OA Progression documents in order to better understand the mathematical concepts that are addressed in this module. Then we will examine the Module Overview and Assessments. The major portion of our time will be dedicated to looking at a number of lessons from the module. Finally, you’ll have time to practice the new strategies you learn today in order to prepare for teaching them later on. You will do this in groups according to professional role in order to allow time for discussion of potential pitfalls or challenges. Before we move on to the Progression documents, let’s take a quick look at the curriculum map in order to see how this module fits into the overall plan for this grade.

Section: Study of the Progression Document Time: 10:50 – 11:10 [20 minutes]

In this section, you will… Describe the structure and function of the Module Overview Describe the structure and function of the Topic Opener Explain how participants can use these documents as they plan their

Materials used include: Session PowerPoint

lessons and materials for class Geometric Measurement Progression

Time Slide #

Pic of Slide Script/ Activity directions GROUP

2 min 5. This curriculum map is found on page 3 of A Story of Units: A Curriculum Overview for Grades P-5. For those of you who participated in the May NTI, you’ll recall that we deeply examined the second module of Grade 2. In this session, we will delve into a deep examination of module 4, which focuses on addition and subtraction within 200. Addition and Subtraction are the major emphasis of Second Grade math and the concepts taught in Module 4 will be applied in Module 5 as well. NOTE TO FACILITATOR: Take a moment to share briefly the following information about this module.

• What is the title of this module? (Conceptual Understanding of Addition and Subtraction of Numbers Within 200)

• How many instructional days are allotted for this module? (31, plus 4 for the assessments)

• What modules, prior to this one, might prepare students for success in this module? (module 3 and module 1)

• What modules, beyond this one, might build on the concepts of this module? (module 5)

15 min 6. As a foundation for our study of this module, we’re going to first take some time to examine a portion of the OA and NBT Progression documents that describe the mathematical concepts that will be developed throughout the lessons. You’ll have about 10 minutes to read through the document

independently. As you read, take notes in the margin or highlight key points to be able to share the information in the Progressions with the other people at your table group. Look specifically for what students should know by the end of 2nd grade according to the Progressions document. Then you’ll have an opportunity to discuss your thoughts with others at your table. As you think about what you are reading, reflect on your role and what this information may mean for how you support your colleagues- consider resources such as time, money and people. Do I need to look at my PD schedule, do I need to shift the planning times for teachers, do I need to order more math materials?Allow participants 10 minutes to read independently. Then advance to the next slide for a turn and talk.

4 min. 7. As you read, consider what students should know and be able to do by the end of second grade according to the Progression documents. Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion. Be sure to ask for input from participants with different roles (e.g., BOCES rep, principal, and teacher). Possible responses:Question 1:

• Deepens understanding and fluency of mental strategies, such as make-a-ten, that can be applied to multi-digit numbers.

• Builds conceptual understanding of the standard algorithm, preparing students for the work of Grade 2 Module 5 and the work of Grades 3 and 4.

• Strengthens part-whole thinking, which supports

understanding of fractions.How are you going to use this information in your role?

Section: Examination of Module Overview and Assessments

Time: 11:10-12:00

[50 minutes] In this section, you will…• Independently read text from overviews, topic openers• Complete assessments• Group discussions about overviews, topic openers and

assessments

Materials used include:• Session PowerPoint• Grade 2 Module 4 Overview• Grade 2 End-of Module assessment and rubric

Time Slide #

Pic of Slide Script/ Activity directions GROUP

1 min 8. Now that we’ve read the information provided in the Progression documents, let’s examine how these concepts are addressed in Module 4

1 min 9. For those of you who may be unfamiliar with A Story of Units, I’ll take just a moment to review the organizational structure of

the modules that make up A Story of Units:• Each grade contains 5-8 modules. Modules are

comprised of topics, topics break into concepts, and concepts become lessons. Modules and topics will vary in length depending on the concepts addressed in each. In 1st through 5th grades, every lesson is designed for a 60 minute instructional period; in Kindergarten, lessons are designed for a 50 minute period; Pre-kindergarten lessons are designed for a 25 minute period.

• This graphic illustrates the breakdown of the module structure. Each component, moving from the Overview to the Lesson, provides a more specific level of information. As you plan to implement A Story of Units, each of these components will be important to your understanding of the instructional path of the module.

• The Standards, both Content and Practice, come to life through the lessons. Rigorous problems are embedded throughout the module. We will spend time in the upcoming sessions exploring this further.

10 min.

10. Each Overview contains multiple components to help educators understand more clearly the focus of the module. These components include:

• Descriptive narrative• Distribution of Instructional Minutes• Focus Grade Level Standards, Foundational Standards,

and Standards for Mathematical Practices • Overview of Module Topics and Lesson Objectives• Terminology• Suggested Tools and Representations• Scaffolds• Assessment Summary

(CLICK TO ADVANCE FIRST BULLET) Take 8 minutes to read the

Module Overview independently. As you read, look for connections to the Progression documents we read earlier. (CLICK TO ADVANCE SECOND BULLET) As you read, mark the connections you find and important information that will help build understanding of the content in preparation to implement this module.

2 min. 11. Turn and talk with others at your table through the perspective of your role. NOTE TO FACILITATOR: Allow 2 minutes for participants to turn and talk about their review of the Overview and their responses. If not called out by the participants, highlight the fact that numbers in Module 4 do not exceed 200. This is to allow students time to gain confidence working with smaller numbers as they learn to compose and decompose in computation.

8 mins 12. Turn and talk with others at your table. Share your observations and ask them to do the same.

NOTE TO FACILITATOR: Allow 3 minutes for participants to turn and talk about their review of the Overview and their response to the information provided there. Then facilitate a discussion in the remaining 5 minutes using the following talking points:

• Mental strategies prepare students to add and subtract fluently within 100 (2.NBT.5). Students learn multiple means of solving problems which apply to larger numbers in later modules and later grades. They develop a bank of strategies to rely on when solving addition and subtraction problems.

• The number disks and math drawings concretize the concepts of composing and decomposing in addition and

subtraction. Students can use objects to show the conceptual meaning of adding and subtracting. Students learn why the algorithm makes sense and works.

• Students show understanding by using place value language to explain reasoning, showing comfort and ease in using manipulatives, place value charts, and math drawings to solve problems, and by choosing an appropriate and efficient strategy to apply when solving problems.

Invite participants to share their thoughts about other important information and implications for their roles.

11 mins

13. Now that you know the focus of the module, let’s examine how students will be assessed on their mastery of these skills and concepts. Turn to the End-of-Module Assessment. Consider each item on the assessment. Determine which standards are being addressed and how. Take the next 6 minutes to align each question on the assessment to one or more standards. When the timer goes off, turn and discuss your thoughts with the person next to you.Allow participants 6 minutes to complete this standards-alignment and 3 minutes to discuss their reasoning. Then facilitate a 2 minute discussion of the ways in which this assessment task measures the skills and understandings that are addressed in this module. Have participants identify the ways in which a strong understanding of the assessment prepares educators to implement the lessons in this module.

16 mins

14. Note to Facilitator: take 2 minutes to discuss.Now we will practice scoring student work samples with

the rubric. But first, what is the purpose of a rubric?Possible answers:

• To assess the student understanding of the standards• To provide context and language to discuss student

work• To plan next steps for future instruction• To grade (This is not the intention of the writers.)

Note to Facilitator: allow participants 5 minutes to score student work samples and 3 minutes for them to discuss their results with the person next to them. Then take 2 minutes to discuss how they will use rubrics at their school.

Take the next 5 minutes to score your student work samples. When you are done, compare your scores with your elbow partner’s. Through the lens of your professional role, consider the following questions:

• How will you use data from the assessment to drive instruction at your school?

• How can you develop consistent scoring between teachers using the rubric so that your data is meaningful and informative?

Principals- Consider the implications of this data (quantitative and qualitative) for the professional development needs of the staff, the resources needed to support struggling students, and the conversations held in the data analysis meetings. You will want to make notes on ideas you have as a result of your observations to use in later sessions tomorrow.

3 mins 15. Turn and talk with the others at your table. Discuss how the assessment compares with your past experiences with this content.

As you discuss, rather than focus on the numeric scores given, think about the following question:

How will student work help you understand what students master, what their misunderstandings are, and how to proceed with instruction?

Allow participants 2 minutes to discuss their answers and then take 1 minute to share out.

Possible answers:• The assessment may seem different since it includes

only numbers up to 200. In other ways, such as the fact that the assessment includes questions with only bare numbers out of context, the assessment may be familiar to participants.

• If students show trends in misunderstanding the teacher will know to reteach.

• Problems are specifically chosen to align with certain strategies.

• While the problems look similar, the strategies are different and very conceptual.

16. When we return from lunch, we will explore the Topic Openers and lessons. Please sit at one of the tables that is designated for your professional group.NOTE TO FACILITATOR: During lunch, place a sign on each table to direct participants where to sit by professional role, and assign topics openers to each table. Also, make sure to review the sticky note questions during lunch and plan to address the questions with the group or individuals in the last half of the session.

Section: Exploration of Selected Lessons Time: 1:00 – 2:25[85 minutes] In this section, you will…

• Engage in deep study of single lesson that contains all of the foundational concepts

• Study and practice fluency exercises, application problems, problem sets, debriefs and exit tickets

• Reflect on takeaways, key points and next steps

Materials used include:• Module 4 and lesson components

Time Slide #

Pic of Slide Script/ Activity directions GROUP

1 min. 17. Welcome back! Now that we are familiar with the module overview and assessments, let’s begin our examination of the topics and lessons.

8 min 18. Within a given topic, the lessons work together to build strong understanding of a set of related concepts. Notice the topic assigned to your table, it is written on the card that designates your table group. (CLICK TO ADVANCE FIRST BULLET) Take 3 minutes to review your Topic Opener. Be prepared to report to the group about the topic opener that you read/discussed.(CLICK TO ADVANCE SECOND BULLET) As you read,

mark important information that will help educators implement these lessons. You might choose to use a symbol or series of symbols, or you might simply highlight essential portions. Allow 3 minutes for participants to read and discuss their assigned topic openers as a table group. Then have volunteers from each table report to the group on each of the topic openers sequentially, so that a clear picture of the progression of the module unfolds.

5 min. 19. Turn and talk with others at your table about the collection of topic openers. Share your observations and ask them to do the same. Allow 3 minutes for participants to turn and talk about the topic openers. Then facilitate a whole-group discussion about the following questions:

• How does each topic contribute to the overall instructional goal of the module? (Topic A develops mental strategies, which support students as they develop fluency to add and subtract within 100. Topics B and C lead students from concrete to pictorial to abstract as they compose and decompose a ten to add and subtract. Topics D and E do the same, with compositions and decompositions of tens and hundreds. Topic F gives students time to explain why the addition and subtraction strategies work.)

• How are the Topic Openers useful as a planning tool for this module? (They provide details on Focus Standards covered, number of instructional days, coherence links to remediate/accelerate, and the sequence of each

lesson within the topic. They help teachers see the sequence towards mastery of the objectives of the module as a whole.)

1 min. 20. Now that we’ve used the Topic Openers to gain more specific understanding of this module, let’s move on to examine some selected lessons from the module. For those of you who may not be familiar with A Story of Units, I’d like to point out that most lessons are comprised of four components: Fluency Practice, Application Problem, Concept Development, and the Student Debrief. These components work together to achieve rigor and lead toward the culminating assessment.NOTE TO FACILITATOR: Each table will be assigned a lesson so that each participant reads one lesson in its entirety. For each lesson component, participants will read and share ideas within their table group in order to create a poster. They will then share with the group as a whole so that each participant learns about the other lessons. The schedule is as follows:Fluency study: 5 minutes to read assigned fluency and create visual; 5 minutes to shareApplication study: 5 minutes to read assigned application problem and create visual; 5 minutes to shareConcept Development and Debrief study: 12 minutes to read assigned concept development and debrief and create visual; 10 minutes to share15 minutes for participants to complete the Problem Set handout using learned strategies7 minutes for group discussion and questions

2 min. 21. NOTE TO FACILITATOR: Prepare an example of a visual.For the next portion of our session, we will be taking a close look at 5 lessons from this module. These lessons were selected because they demonstrate key concepts and strategies from the module. Lessons 1 and 4 demonstrate mental strategies. Lessons 19 and 20 highlight the progression from number disks to chip models in addition. Lesson 27 calls upon students to solve the special case of subtracting from zero by using the algorithm in conjunction with math drawings.Each table will be responsible for reading 1 lesson in its entirety. NOTE TO FACILITATOR: Because we anticipate 12 tables, they will be asked to demonstrate and explain the highlights of their lesson as follows:Tables 1 and 2: Lesson 1Tables 3, 4 and 5: Lesson 4Tables 6, 7 and 8: Lesson 19Tables 9 and 10: Lesson 20Tables 11 and 12: Lesson 27As you read and discuss with your table, consider the questions posted. Create a visual using the chart paper and markers that you will share with the group to help all participants gain a broad sense of how the module will be implemented.

10 min. 22. Take 5 minutes to read the fluency component in your designated lesson. Discuss the posted questions with your table group and be prepared to share your thoughts. You will have 5 minutes to read, discuss, and add to your visual. We will then share as a whole group. NOTE TO FACILITATOR: As participants work, circulate around the room engaging them in conversations about the fluency component of their respective lessons. Prompt them to think about what the fluency component will look like at their school sites. Principals- Consider how you can support teachers in implementing the fluency component successfully in their classrooms. What school-wide systems will you set up? How will you encourage teachers to develop a professional learning community that includes conversations and work related to fluency?

10 min. 23. You will have 5 minutes to read, discuss, and add to your visual. We will then share as a whole group. NOTE TO FACILITATOR: As participants work, circulate around the room engaging them in conversations about the application problem component of their respective lessons. Prompt them to think about what options they have for implementing a successful application problem component. Principals- Consider different options that teachers have for teaching the application problem. Do you have a vision for how this will look in your classrooms? What potential challenges do you anticipate teachers facing when planning to teach the application problems?

20 min. 24. Take 10 minutes to read the concept development and debrief in your designated lesson. As you read, discuss with your group and add to your visual. Discuss the posted questions with your table group and be prepared to share your thoughts. We will take 10 minutes to share as a group. NOTE TO FACILITATOR: As participants work, circulate around the room engaging them in conversations about the concept development and answering questions. Support participants in identifying the strategies used and naming potential pitfalls when implementing this new material. Principals- Think about what a classroom would look like if this material were being implemented successfully. What would you expect to see and hear during an observation? Also think about how you will support teachers in finding sufficient time to plan purposefully. Will you provide team planning time? Will you plan with your teachers? Who will teachers reach out to when they encounter challenges?

21 min. 25. For the next 16 minutes we will walk you through the strategies used in Module 4 and you will have the opportunity to practice each one by completing samples from the problem sets. NOTE TO FACILITATOR: For each

strategy, present the strategy and then give 2 minutes of practice time for participants to solve one or two problems on the problem set sample sheet. The last 5 minutes are reserved for questions and answers

1 min. 26. All four lesson components provide opportunities to nurture the Standards of Mathematical Practice and are critical in maintaining the balance of rigor. Certainly educators will need to make instructional choices when implementing these lessons, but attention to each component is

4 min. 27. Take one minute to reflect on this session. What, for you, is the biggest takeaway? Jot down your thoughts. Then you will have time to share your thoughts.Give participants 1 minute for silent, independent reflection.Turn and talk with a partner at your table about your reflections.Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion that leads into the key points on the next slide.

1 min. 28. Let’s review key points from our examination of these lessons:

• Conceptual understanding develops as lessons move from concrete to abstract. (In Topic A, students develop mental strategies for adding and subtracting within 100. In Topics B-E, students move from number disks to math drawings to the written form. In Topic F, students articulate their understanding of the various methods to record addition and subtraction.)

• Students relate models and math drawings to the written form.

• Students begin with small numbers to develop understanding (simple to complex).

• Students develop a wide range of problem solving strategies.

Module 4 is the precursor to Module

Section: Bringing the Module to Life Time: 2:25-3:00 [35 minutes]

In this section, you will…• Discuss and plan for implementation and how to differentiate

instruction in preparation for using the module

Materials used include:• Session PowerPoint

Time Slide #

Pic of Slide Script/ Activity directions GROUP

1 min 29. Now that we’ve examined all aspects of the module, let’s consider concerns regarding implementation and differentiation. This is the time when you will discuss the

Module with other people who share your same professional role.

5 min 30. NOTE TO FACILITATOR: This video is 8 minutes long and captures various aspects of students solving an application problem involving addition. Before presenting, watch the video to determine whether to show all or part of the video, based on the purposes of the session or time constraints. In this session, due to time constraints, viewing for reflection begins at 3:09 and will end at 4:40. Before discussing implementation and differentiation, let’s look at the work of this module in real life. NOTE TO FACILITATOR: Ask participants to reflect on the first question through the lens of their professional role as they watch the video. After viewing, use the guiding questions to facilitate a group discussion. (2 minutes of video, 3 minutes to discuss.)Question 1:

Students use multiple strategies to solve.Students use correct terminology and place value

language.Question 2:

What if a student uses just one strategy? How did you get students to model and articulate so

many strategies?What expectations did you establish early on?How do you choose students to share?

15 min.

31. Give participants 10 minutes to create a mini-action plan independently. For the last 5 minutes, allow participants to share their thoughts with the whole group. Participants might come up with any of the following:

• Teacher- time to read through the modules, discuss the lessons with a co-teacher, solve the problems, find/order materials, highlight key questions

• School Leader- identify areas that may need the most support, consider how to bridge the gaps in student understanding, identify what teachers need to know to effectively implement the modules, find/order materials

• Principal- provide time for teachers to plan, facilitate discussions around modules to encourage team problem solving, consider how the module impacts the way teachers demonstrate lesson planning, consider how this impacts what will been seen during an observation, organize/support the process of gathering/ordering materials

• District Leader – provide funding and resources necessary for staff development, curricular materials, and assessment. Consider implications of new curriculum and new tests and prepare stakeholders for change.

• BOCES Representative – Identify economies of scale for staff training. Consider implications of new curriculum and new tests and prepare stakeholders for change.

2 min 32. Take one minute to reflect on this session. What is the biggest takeaway for you in your role? Jot down your thoughts. Then you will have time to share your thoughts.(Give participants 1 minute for silent, independent reflection.)(CLICK TO ADVANCE ANIMATION ON SLIDE.)Turn and talk with a partner at your table about your reflections.(Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion that leads into the key points on the next slide.)

2 min. 33. Let’s summarize the key points that you have identified as a group during this session

5 min 34. Please take a few minutes and do your plus/deltas

Use the following icons in the script to indicate different learning modes.Video Reflect on a prompt Active learning Turn and talk

Turnkey Materials Provided

Additional Suggested Resources