Thinking through a Lesson: Successfully Implementing High-Level Tasks
Margaret Smith, Victoria Bill, Elizabeth Hughes
October 2008, Volume 14, Issue 3, Page 132
This article focuses on the Thinking Through a Lesson Protocol (TTLP) that is intended to facilitate the design of lessons based on cognitively challenging mathematics tasks. Included is a discussion of the key features of the TTLP, suggestions on ways in which the protocol can be used as a tool for collaborative lesson planning, and a discussion of the potential benefits of using the TTLP. Teachers are encouraged to reflect upon their practice and consider teaching practices over time.
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Math Coordinator / Coach
Professional Development / Teacher Education