The Three Part Lesson is a framework for problem solving that is Constructivist in nature, supports teachers with differentiating instruction, and leads to a wealth of assessment "for" (diagnostic) and "as"(formative) learning evidence in which to base instructional decisions. The three part lesson is built around investigating a rich math task, and in order for it to be successful, the task needs to be intentionally chosen because it will surface important big ideas, strategies and/or models, and the real learning happens during the third part, the whole class debrief. The task should create some struggle for students, but it should be productive struggle, not anxiety-inducing struggle. Teachers can support students by asking probing questions and asking them to explain their reasoning or their partner's reasoning, much of the learning comes from talking and communicating ideas. The teacher documents the student learning and decides which partners will share their thinking during the debrief, it is not an "all share" or "show and tell", the discussion will support students in understanding important mathematical big ideas and making connections between their own strategies and others.
At one of the Ministry of Education's SIM sessions a conversation tool for reflecting on whether a task is rich:
Student Centred Learning
The Three Part Lesson is a framework for problem solving that is Constructivist in nature, supports teachers with differentiating instruction, and leads to a wealth of assessment "for" (diagnostic) and "as"(formative) learning evidence in which to base instructional decisions. The three part lesson is built around investigating a rich math task, and in order for it to be successful, the task needs to be intentionally chosen because it will surface important big ideas, strategies and/or models, and the real learning happens during the third part, the whole class debrief. The task should create some struggle for students, but it should be productive struggle, not anxiety-inducing struggle. Teachers can support students by asking probing questions and asking them to explain their reasoning or their partner's reasoning, much of the learning comes from talking and communicating ideas. The teacher documents the student learning and decides which partners will share their thinking during the debrief, it is not an "all share" or "show and tell", the discussion will support students in understanding important mathematical big ideas and making connections between their own strategies and others.At one of the Ministry of Education's SIM sessions a conversation tool for reflecting on whether a task is rich:
http://simarchive.abel.yorku.ca/?page_id=3555
Articles
Peel District School Board, Transformational Practices, 2011: Three Part Lesson DesignThe Literacy and Numeracy Secretariat, Ontario Ministry of Education, 2010: Communication in the Mathematics Classroom http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/
Videos
Bansho, The Three Part Math Lesson, by Michael Wendler, 2012Loving the Math, Living the Math: Overview of the Three Part Lesson
Video Links
The Literacy and Numeracy Secretariat, Ontario Ministry of Education, Webcasts for Educators:Where to find More Resources for Student Centred Learning
All of the Guides are here: http://www.edugains.ca/newsite/math/guides_effective_instruction.htmlK-6 Guides to Effective Instruction:
Foundations of Mathematics Instruction:Problem Solving and Communications:
Classroom Resources and Management:
Assessment and Home Connections:
Teaching Basic Facts and Multidigit Computations:
Where to Find Three Part Lessons:
K-3 Guides to Effective Instruction:
Number Sense and Numeration:
Geometry and Spatial Sense:
Measurement:
Patterning and Algebra:
Data Management and Probability:
4-6 Guides to Effective Instruction for Number Sense:
Big Ideas:
Addition and Subtraction:
Multiplication:
Division:
Fractions:
Decimal Numbers:
4-6 Guides to Effective Instruction for the Other Strands:
Geometry and Spatial Sense:
Measurement:
Patterning and Algebra:
Data Management and Probability: