ATLAS Protocol Template

Session Information

Date: October 15, 2024 Time Allocated: 50-55 minutes Location: Mathematics Department Meeting Room

Participants

Facilitator: Sarah Chen Presenter: Michael Brown Timekeeper: James Wilson Group Members: Lisa Thompson, Emma Davis, Alex Wong

Context Setting (5 minutes)

Teaching Context

Grade/Subject: Year 10 Mathematics Time Period: Term 4, Week 3 Student Information: Mixed ability class, 28 students

Focus Question

Primary Question: How effectively does the problem-based learning approach engage all learners? Supporting Questions:

  • How do different learners access the tasks?
  • What support structures are most effective?

Artifact Information

Type: Lesson Video (20 minutes) Date Created: October 10, 2024 Context: Introduction to quadratic functions through real-world problems

Descriptive Round (15 minutes)

Surface Features

What do you see?

  1. Students working in groups of 4
  2. Teacher circulating with clipboard
  3. Mathematical models displayed on walls

Specific Details

  • Groups using different approaches to solve
  • Some students drawing diagrams
  • Multiple solution strategies visible
  • Active discussion in most groups

Observable Elements

  • Clear task instructions posted
  • Resource station available
  • Timer displayed on board
  • Role cards visible in groups

Interpretive Round (15 minutes)

Teaching Insights

What does this tell us about teaching?

  1. Structured group work supports engagement
  2. Multiple entry points enable access
  3. Visual supports enhance understanding

Learning Insights

What does this tell us about learning?

  1. Peer discussion deepens understanding
  2. Multiple representations aid comprehension
  3. Student choice increases engagement

Emerging Patterns

  • Higher engagement in structured groups
  • More mathematical discussion than teacher talk
  • Students using multiple strategies
  • Peer support occurring naturally

Questions Arising

  • How to support struggling groups?
  • What determines group composition?
  • How to capture individual understanding?

Implications Round (10 minutes)

Teaching Implications

  1. Consider structured group formation process
  2. Develop support scaffolds for struggling groups
  3. Plan for individual accountability

Learning Implications

  1. Students benefit from peer discussion
  2. Multiple approaches support understanding
  3. Choice increases engagement

Next Steps

  • Develop group formation strategy
  • Create support scaffold templates
  • Plan individual reflection process

Resource Needs

  • Group role cards
  • Scaffold templates
  • Reflection prompts
  • Assessment tools

Presenter Response (5-10 minutes)

Key Insights

  • Group structure crucial for engagement
  • Need balance of support and challenge
  • Individual accountability important

Connections Made

  • Links to previous success with visual supports
  • Connects to department goals for engagement
  • Aligns with school focus on collaboration

Action Items

| Action | Timeline | Resources Needed | Support Required | |——–|———-|——————|——————| | Create role cards | 1 week | Templates, examples | Department review | | Develop scaffolds | 2 weeks | Problem bank | Team planning time |

Follow-up Planning

Next Steps

  1. Design role cards
  2. Create scaffold bank
  3. Plan assessment strategy

Success Indicators

  • Increased group participation
  • More even engagement
  • Improved individual understanding

Review Date

Next Review: November 1, 2024 Focus Areas: Group dynamics, Individual accountability

Additional Notes

Consider student feedback on groups Plan parent communication about approach Document successful strategies for department