Each video case has a set of materials that you can adapt to fit your context. These materials include a link to the lesson itself, information about the mathematical context, supplementary information about the school and lesson, a transcript of the video, and remote versions of lesson resources (if available).<\/p>\n
Consult our\u00a0Orientation Guide<\/a>\u00a0and\u00a0Orientation Basedeck<\/a> to introduce the AIM-TRU professional development model to mathematics educators in your setting. These orientation resources contain several activities to help teachers get ready to engage with the model. We suggest this be completed before your first regular PLT meeting. You may also choose to use individual activities as needed, depending on your context.<\/p>\n Consult our\u00a0Facilitation Guide<\/a>\u00a0and\u00a0Basedeck<\/a>\u00a0for help in facilitating AIM-TRU sessions in your setting. These facilitation resources contain details about how to lead each component of the AIM-TRU model and include the following: Group Norms, Developing our Big Mathematical Picture, and Video Discussion.<\/p>\n Consult our\u00a0Big Mathematical Picture Commentary<\/a>\u00a0for some initial ideas about how to anticipate some big mathematical pictures that teachers may discuss during an AIM-TRU session. Each page of this resource contains a catalog of BMPs that have been generated by prior mathematics teacher communities for specific Formative Assessment Lessons arranged by the grade-level teaching assignments of the community.<\/p>\n Consult our\u00a0Common Issues Table\u00a0<\/a>for additional support on how to respond to typical challenges during your sessions. The table is separated by sections of the model (Group Norms; AIM-TRU Cycle, Dimensions, and FAL; Developing our Big Mathematical Picture, and Video Discussion), and includes a common issue our seasoned facilitators have experienced along with facilitator moves and back pocket questions they have used.<\/p>\n Video cases below are separated by Middle and High School Cases. The title of each case also indicates the intended grade level of the lesson and the highlighted TRU dimension (CD = Cognitive Demand, EA = Equitable Access, AOI = Agency, Ownership, and Identity, FA = Formative Assessment).\u00a0For example, in the first middle school video case, below the title of the FAL you see 8th grade, CD because this FAL is intended for use in 8th grade and the video case focuses on the TRU dimension Cognitive Demand.<\/em><\/p>\nFacilitation Materials<\/h2>\n
Video Case Studies<\/h2>\n
Middle School Cases<\/h3>\n
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\n8th Grade, CD<\/li>\n
\n8th Grade, FA<\/li>\n
\n8th Grade, CD<\/li>\n
\n8th Grade, CD<\/li>\n
\nMiddle Schoool, FA<\/li>\n
\n7th Grade, FA<\/li>\n
\nMiddle School, FA<\/li>\n
\n6th Grade, AOI<\/li>\n
\nMiddle School, AOI<\/li>\n
\n7th Grade, EA<\/li>\n
\n7th Grade, FA<\/li>\n<\/ul>\n<\/div>High School Cases<\/h3>\n
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\nHigh School, CD<\/li>\n
\nHigh School, CD<\/li>\n
\nHigh School, CD<\/li>\n
\nHigh School, EA<\/li>\n
\nHigh School, AOI<\/li>\n
\nHigh School, EA<\/li>\n
\nHigh School, FA<\/li>\n
\nHigh School, CD<\/li>\n
\nHigh School, FA<\/li>\n
\nHigh School, FA<\/li>\n<\/ul>\n<\/div><\/div>\nContact Information<\/h2>\n