IMPACT Live!

The Launch, Explore, Discuss model, which is the format of all the CIMI activities, is designed with the teacher as the facilitator while the students work together to learn the material through the productive struggle. 

The Launch is designed to assign the students a task. During the launch, the teacher makes sure the students understand the problem being asked, make sure they have the pre-requisite skills, and tools they need to solve the problem.

The Explore part is designed for students to solve the problem. There can be multiple methods for solving the problem and/or multiple right answers. During this part, students work together to use mathematics and critical thinking skills to solve a problem and present a solution. During this part of the activity, teachers provide hints and suggestions but not answers to questions.

The Discuss part is designed for teachers to have the students compare answers and methods of solving. This is a good time for the teacher to facilitate a discussion about the validity of multiple methods of solving or answers to the problem.

Additional information about the Launch, Explore, Discuss method can be found at: https://tools4ncteachers.com/resources/4-fourth-grade/additional-resources/cluster-1/brieflaunchexplorediscusslesson.pdf

Discussion: Have you used the Launch, Explore, Discuss model (or something like it) in your classroom? How did your students respond to productive struggle? What other outcomes have you observed when using such a model?

Good morning Julia,

I am experimenting with a similar teaching and learning environment this semester and the random group work in my Calc 1 classes takes place on vertical spaces and goes through the following steps: 

Entry – from the encounter of the question to getting involved to solve it. Really read it, be able to explain what question is about to someone and respond to the following.

Attack – applying the strategy, justifying each step, and convincing each-other.

Review – Reflecting on the key ideas and key moments: The most important activity for improving mathematical thinking.

My semester started on March 7, and so far is going well. The students are focused, they work/think throughout the class session, even through breaks and are not eager to leave. 

More updates on implementation results will follow during Fall 23.

All the best, Bukurie 

The Launch, Explore, Discuss model, which is the format of all the CIMI activities, is designed with the teacher as the facilitator while the students work together to learn the material through the productive struggle. 

The Launch is designed to assign the students a task. During the launch, the teacher makes sure the students understand the problem being asked, make sure they have the pre-requisite skills, and tools they need to solve the problem.

The Explore part is designed for students to solve the problem. There can be multiple methods for solving the problem and/or multiple right answers. During this part, students work together to use mathematics and critical thinking skills to solve a problem and present a solution. During this part of the activity, teachers provide hints and suggestions but not answers to questions.

The Discuss part is designed for teachers to have the students compare answers and methods of solving. This is a good time for the teacher to facilitate a discussion about the validity of multiple methods of solving or answers to the problem.

Additional information about the Launch, Explore, Discuss method can be found at: https://tools4ncteachers.com/resources/4-fourth-grade/additional-resources/cluster-1/brieflaunchexplorediscusslesson.pdf

Discussion: Have you used the Launch, Explore, Discuss model (or something like it) in your classroom? How did your students respond to productive struggle? What other outcomes have you observed when using such a model?

The Launch, Explore, Discuss model, which is the format of all the CIMI activities, is designed with the teacher as the facilitator while the students work together to learn the material through the productive struggle. 

The Launch is designed to assign the students a task. During the launch, the teacher makes sure the students understand the problem being asked, make sure they have the pre-requisite skills, and tools they need to solve the problem.

The Explore part is designed for students to solve the problem. There can be multiple methods for solving the problem and/or multiple right answers. During this part, students work together to use mathematics and critical thinking skills to solve a problem and present a solution. During this part of the activity, teachers provide hints and suggestions but not answers to questions.

The Discuss part is designed for teachers to have the students compare answers and methods of solving. This is a good time for the teacher to facilitate a discussion about the validity of multiple methods of solving or answers to the problem.

Additional information about the Launch, Explore, Discuss method can be found at: https://tools4ncteachers.com/resources/4-fourth-grade/additional-resources/cluster-1/brieflaunchexplorediscusslesson.pdf

Discussion: Have you used the Launch, Explore, Discuss model (or something like it) in your classroom? How did your students respond to productive struggle? What other outcomes have you observed when using such a model?

Dear Colleagues,

It is amazing to hear about the great work that everyone is doing. Teaching and learning are tightly connected, and never-ending process.
As I was working on my upcoming topics and assignments, I developed my approaches of teaching graphing and applications of quadratics. I am glad to share my pedagogical ideas with you:

Introduction - a short video lesson is assigned (home) to introduce the new concept and connect with what students may know from previous learning experiences. 

Pre- Assessing- A short test will be given in class for identifying the knowledge and the skills related to the topic at the start of new learning experiences.
 
Exploring, and critical thinking - Critical thinking and cognitive approach of exploring through active learning and scalable problem-solving activities will be launched. A desmos activity is created for students to explore through manipulating the graph and solving real-life problems. Students will be able to share ideas with their classmates, while I will be monitoring and facilitating through the dashboard.  

Inquiry based learning- Converging the learning conclusions and key components of knowledge and skills gained will be facilitated through discussions, sharing solutions, generalizing, analyzing, formulating theorems, rules, procedures, etc. 

Assessing learning outcomes - Effective data-based assessment, and reflection on teaching and learning as necessary tools will be applied. Students will receive feedback from their peers and me throughout the discussions and evaluation process. Students will be assessed in doing HW assignments, a Quiz, and later in the cumulative Exam 2 and Final. (Formative and summative assessment). 

Any questions or feedback will be greatly appreciated.

Bests,
Lucie

The Launch, Explore, Discuss model, which is the format of all the CIMI activities, is designed with the teacher as the facilitator while the students work together to learn the material through the productive struggle. 

The Launch is designed to assign the students a task. During the launch, the teacher makes sure the students understand the problem being asked, make sure they have the pre-requisite skills, and tools they need to solve the problem.

The Explore part is designed for students to solve the problem. There can be multiple methods for solving the problem and/or multiple right answers. During this part, students work together to use mathematics and critical thinking skills to solve a problem and present a solution. During this part of the activity, teachers provide hints and suggestions but not answers to questions.

The Discuss part is designed for teachers to have the students compare answers and methods of solving. This is a good time for the teacher to facilitate a discussion about the validity of multiple methods of solving or answers to the problem.

Additional information about the Launch, Explore, Discuss method can be found at: https://tools4ncteachers.com/resources/4-fourth-grade/additional-resources/cluster-1/brieflaunchexplorediscusslesson.pdf

Discussion: Have you used the Launch, Explore, Discuss model (or something like it) in your classroom? How did your students respond to productive struggle? What other outcomes have you observed when using such a model?

Hi Lucie,
I love your ideas!
How long are students given to watch the video at home? How often do students come to class and not have watched the video?

------------------------------
Julia H. Smith
Instructor
Wake Tech CC
Cary NC

Original Message:
Sent: 04-02-2023 13:08:34
From: Lucie Mingla
Subject: IMPACTful Discussion - Launch, Explore, Discuss - Active Learning and Productive Struggle

Dear Colleagues,

It is amazing to hear about the great work that everyone is doing. Teaching and learning are tightly connected, and never-ending process.
As I was working on my upcoming topics and assignments, I developed my approaches of teaching graphing and applications of quadratics. I am glad to share my pedagogical ideas with you:

Introduction - a short video lesson is assigned (home) to introduce the new concept and connect with what students may know from previous learning experiences. 

Pre- Assessing- A short test will be given in class for identifying the knowledge and the skills related to the topic at the start of new learning experiences.
 
Exploring, and critical thinking - Critical thinking and cognitive approach of exploring through active learning and scalable problem-solving activities will be launched. A desmos activity is created for students to explore through manipulating the graph and solving real-life problems. Students will be able to share ideas with their classmates, while I will be monitoring and facilitating through the dashboard.  

Inquiry based learning- Converging the learning conclusions and key components of knowledge and skills gained will be facilitated through discussions, sharing solutions, generalizing, analyzing, formulating theorems, rules, procedures, etc. 

Assessing learning outcomes - Effective data-based assessment, and reflection on teaching and learning as necessary tools will be applied. Students will receive feedback from their peers and me throughout the discussions and evaluation process. Students will be assessed in doing HW assignments, a Quiz, and later in the cumulative Exam 2 and Final. (Formative and summative assessment). 

Any questions or feedback will be greatly appreciated.

Bests,
Lucie

------------------------------
Lucie Mingla
Lecturer
LaGuardia CC at CUNY
Queens NY

Original Message:
Sent: 04-01-2023 19:48:59
From: Julia H. Smith
Subject: IMPACTful Discussion - Launch, Explore, Discuss - Active Learning and Productive Struggle

The Launch, Explore, Discuss model, which is the format of all the CIMI activities, is designed with the teacher as the facilitator while the students work together to learn the material through the productive struggle. 

The Launch is designed to assign the students a task. During the launch, the teacher makes sure the students understand the problem being asked, make sure they have the pre-requisite skills, and tools they need to solve the problem.

The Explore part is designed for students to solve the problem. There can be multiple methods for solving the problem and/or multiple right answers. During this part, students work together to use mathematics and critical thinking skills to solve a problem and present a solution. During this part of the activity, teachers provide hints and suggestions but not answers to questions.

The Discuss part is designed for teachers to have the students compare answers and methods of solving. This is a good time for the teacher to facilitate a discussion about the validity of multiple methods of solving or answers to the problem.

Additional information about the Launch, Explore, Discuss method can be found at: https://tools4ncteachers.com/resources/4-fourth-grade/additional-resources/cluster-1/brieflaunchexplorediscusslesson.pdf

Discussion: Have you used the Launch, Explore, Discuss model (or something like it) in your classroom? How did your students respond to productive struggle? What other outcomes have you observed when using such a model?

------------------------------
Julia H. Smith
Instructor
Wake Tech CC
Cary NC
------------------------------

Hi Julia,

That is a good question. I would say that the main concern is that some students don't watch the videos at home. They intend to watch them when they review for exams. So, I don't always assign videos, even though they may be available to them. I do assign videos for some major course objectives that I plan to. Videos are generally short, and they vary from 3-9 minutes. Usually, those videos are associated with embedded question (s), so the records are evident. Those two questions (generally) usually are planned to be discussed in the beginning of class, so no one misses the main points

Bests,
Lucie

------------------------------
Lucie Mingla
Lecturer
LaGuardia CC at CUNY
Queens NY

Original Message:
Sent: 04-02-2023 18:08:11
From: Julia H. Smith
Subject: IMPACTful Discussion - Launch, Explore, Discuss - Active Learning and Productive Struggle

Hi Lucie,
I love your ideas!
How long are students given to watch the video at home? How often do students come to class and not have watched the video?

------------------------------
Julia H. Smith
Instructor
Wake Tech CC
Cary NC

Original Message:
Sent: 04-02-2023 13:08:34
From: Lucie Mingla
Subject: IMPACTful Discussion - Launch, Explore, Discuss - Active Learning and Productive Struggle

Dear Colleagues,

It is amazing to hear about the great work that everyone is doing. Teaching and learning are tightly connected, and never-ending process.
As I was working on my upcoming topics and assignments, I developed my approaches of teaching graphing and applications of quadratics. I am glad to share my pedagogical ideas with you:

Introduction - a short video lesson is assigned (home) to introduce the new concept and connect with what students may know from previous learning experiences. 

Pre- Assessing- A short test will be given in class for identifying the knowledge and the skills related to the topic at the start of new learning experiences.
 
Exploring, and critical thinking - Critical thinking and cognitive approach of exploring through active learning and scalable problem-solving activities will be launched. A desmos activity is created for students to explore through manipulating the graph and solving real-life problems. Students will be able to share ideas with their classmates, while I will be monitoring and facilitating through the dashboard.  

Inquiry based learning- Converging the learning conclusions and key components of knowledge and skills gained will be facilitated through discussions, sharing solutions, generalizing, analyzing, formulating theorems, rules, procedures, etc. 

Assessing learning outcomes - Effective data-based assessment, and reflection on teaching and learning as necessary tools will be applied. Students will receive feedback from their peers and me throughout the discussions and evaluation process. Students will be assessed in doing HW assignments, a Quiz, and later in the cumulative Exam 2 and Final. (Formative and summative assessment). 

Any questions or feedback will be greatly appreciated.

Bests,
Lucie

------------------------------
Lucie Mingla
Lecturer
LaGuardia CC at CUNY
Queens NY

Original Message:
Sent: 04-01-2023 19:48:59
From: Julia H. Smith
Subject: IMPACTful Discussion - Launch, Explore, Discuss - Active Learning and Productive Struggle

The Launch, Explore, Discuss model, which is the format of all the CIMI activities, is designed with the teacher as the facilitator while the students work together to learn the material through the productive struggle. 

The Launch is designed to assign the students a task. During the launch, the teacher makes sure the students understand the problem being asked, make sure they have the pre-requisite skills, and tools they need to solve the problem.

The Explore part is designed for students to solve the problem. There can be multiple methods for solving the problem and/or multiple right answers. During this part, students work together to use mathematics and critical thinking skills to solve a problem and present a solution. During this part of the activity, teachers provide hints and suggestions but not answers to questions.

The Discuss part is designed for teachers to have the students compare answers and methods of solving. This is a good time for the teacher to facilitate a discussion about the validity of multiple methods of solving or answers to the problem.

Additional information about the Launch, Explore, Discuss method can be found at: https://tools4ncteachers.com/resources/4-fourth-grade/additional-resources/cluster-1/brieflaunchexplorediscusslesson.pdf

Discussion: Have you used the Launch, Explore, Discuss model (or something like it) in your classroom? How did your students respond to productive struggle? What other outcomes have you observed when using such a model?

------------------------------
Julia H. Smith
Instructor
Wake Tech CC
Cary NC
------------------------------

Hi Lucie and Julia,

I too have used Desmos and Video to "launch" a topic and have had trouble getting students to do these assignments prior to class. However, taking some class time to watch the short video can lead to great discussions with your class and even doing Desmos assignments during class provides a space to answer individual questions. 

I also like that you are using "real life" activities for student exploration! Even though the student requirements may be more difficult, students to appreciate seeing how our topics relates and solves problems in the "world".

One of my favorite Launch, Explore, Discuss lessons is "Inlet Design", where students must determine how many drain inlets are needed to relieve flooding from an existing road. Check out our launch video at https://youtu.be/NCUhwn0Y02M and the Desmos and Student sheet at https://www.waketech.edu/about-wake-tech/divisions/mathematics-sciences-engineering/cimi/activities using the drop down at Road Drainage. This "real world" activity applies functions, including composition and solving for an input variable.

Hi Julia,

That is a good question. I would say that the main concern is that some students don't watch the videos at home. They intend to watch them when they review for exams. So, I don't always assign videos, even though they may be available to them. I do assign videos for some major course objectives that I plan to. Videos are generally short, and they vary from 3-9 minutes. Usually, those videos are associated with embedded question (s), so the records are evident. Those two questions (generally) usually are planned to be discussed in the beginning of class, so no one misses the main points

Bests,
Lucie

------------------------------
Lucie Mingla
Lecturer
LaGuardia CC at CUNY
Queens NY

Original Message:
Sent: 04-02-2023 18:08:11
From: Julia H. Smith
Subject: IMPACTful Discussion - Launch, Explore, Discuss - Active Learning and Productive Struggle

Hi Lucie,
I love your ideas!
How long are students given to watch the video at home? How often do students come to class and not have watched the video?

------------------------------
Julia H. Smith
Instructor
Wake Tech CC
Cary NC

Original Message:
Sent: 04-02-2023 13:08:34
From: Lucie Mingla
Subject: IMPACTful Discussion - Launch, Explore, Discuss - Active Learning and Productive Struggle

Dear Colleagues,

It is amazing to hear about the great work that everyone is doing. Teaching and learning are tightly connected, and never-ending process.
As I was working on my upcoming topics and assignments, I developed my approaches of teaching graphing and applications of quadratics. I am glad to share my pedagogical ideas with you:

Introduction - a short video lesson is assigned (home) to introduce the new concept and connect with what students may know from previous learning experiences. 

Pre- Assessing- A short test will be given in class for identifying the knowledge and the skills related to the topic at the start of new learning experiences.
 
Exploring, and critical thinking - Critical thinking and cognitive approach of exploring through active learning and scalable problem-solving activities will be launched. A desmos activity is created for students to explore through manipulating the graph and solving real-life problems. Students will be able to share ideas with their classmates, while I will be monitoring and facilitating through the dashboard.  

Inquiry based learning- Converging the learning conclusions and key components of knowledge and skills gained will be facilitated through discussions, sharing solutions, generalizing, analyzing, formulating theorems, rules, procedures, etc. 

Assessing learning outcomes - Effective data-based assessment, and reflection on teaching and learning as necessary tools will be applied. Students will receive feedback from their peers and me throughout the discussions and evaluation process. Students will be assessed in doing HW assignments, a Quiz, and later in the cumulative Exam 2 and Final. (Formative and summative assessment). 

Any questions or feedback will be greatly appreciated.

Bests,
Lucie

------------------------------
Lucie Mingla
Lecturer
LaGuardia CC at CUNY
Queens NY

Original Message:
Sent: 04-01-2023 19:48:59
From: Julia H. Smith
Subject: IMPACTful Discussion - Launch, Explore, Discuss - Active Learning and Productive Struggle

The Launch, Explore, Discuss model, which is the format of all the CIMI activities, is designed with the teacher as the facilitator while the students work together to learn the material through the productive struggle. 

The Launch is designed to assign the students a task. During the launch, the teacher makes sure the students understand the problem being asked, make sure they have the pre-requisite skills, and tools they need to solve the problem.

The Explore part is designed for students to solve the problem. There can be multiple methods for solving the problem and/or multiple right answers. During this part, students work together to use mathematics and critical thinking skills to solve a problem and present a solution. During this part of the activity, teachers provide hints and suggestions but not answers to questions.

The Discuss part is designed for teachers to have the students compare answers and methods of solving. This is a good time for the teacher to facilitate a discussion about the validity of multiple methods of solving or answers to the problem.

Additional information about the Launch, Explore, Discuss method can be found at: https://tools4ncteachers.com/resources/4-fourth-grade/additional-resources/cluster-1/brieflaunchexplorediscusslesson.pdf

Discussion: Have you used the Launch, Explore, Discuss model (or something like it) in your classroom? How did your students respond to productive struggle? What other outcomes have you observed when using such a model?

------------------------------
Julia H. Smith
Instructor
Wake Tech CC
Cary NC
------------------------------