enVision Math

Professional Development Update

Implementing with Fidelity

You may often hear the phrase "implement with fidelity", but what does this really mean? To implement with fidelity, we deliver content and instructional strategies in a way in which they were designed and intended to be delivered, both accurately and consistently. Our revised math curriculum provides us with the WHAT to teach, and our enVision Math resource guides HOW we teach those concepts. When we talk about implementing enVision Math with fidelity, we are really talking about staying true to the following FOUR components: Daily Common Core Review, Problem Based Interactive Learning, Visual Learning Bridge (followed by guided and independent practice), and closing the lesson with some type of reflection/assessment. When consistently implementing these components as they were designed, we are implementing with fidelity.

Overview of 4 Key Components

Daily Common Core Review

The Daily Common Core Review, included in each enVision lesson, provides students an opportunity to practice skills aligned with Common Core standards. The purpose of this spiral review is to reinforce math skills, therefore we should spend no more than 5-10 minutes on this practice piece. While paper/pencil is always an option, you may choose to do this review orally as a whole group or have students work with partners to complete the review problems. Remember, this is not a time to teach to mastery. This review is a great opportunity for you to informally assess your students. If you notice that students are struggling with particular concepts, you can use this information to form small groups and reteach accordingly. This particular component does not have to take place during the math block, rather it can be used for morning work or during other small blocks of time within your daily schedule.

Problem Based Interactive Learning

The Problem Based Interactive Learning (PBIL) is meant to engage students through inquiry—to give them an opportunity to explore the math idea that you are getting ready to explicitly teach using the Visual Learning Bridge (VLB). The PBIL is meant to be open-ended*, giving your students opportunities to talk to each other BEFORE the direct instruction. While students are working collaboratively, you should use this opportunity to hear what things students already understand and listen for misconceptions that exist. The PBIL is not meant to be a “mastery” type experience, nor is it a direct teaching type of experience. It is meant to be a time for students to, perhaps, struggle a little with extending an idea that they’ve encountered before by applying it to a slightly new situation. Additionally, this may be a time to raise the questions that will make the instruction in the VLB useful/meaningful. It can be thought of as a way to provide a common starting point for students prior to experiencing the VLB, and it gives the teacher a common experience to reference while doing more direct teaching with the VLB.

*Kindergarten PBIL does differ from other grade levels. In this grade level, more modeling is suggested. Vocabulary is added so students can see the words that name a particular concept or idea. While some PBIL's are more inquiry-based, others are very skill-based which is essential when building a foundation in kindergarten.

Visual Learning Bridge

Following the PBIL, explicit instruction takes place during the Visual Learning Bridge (VLB). Visual learning strategies are utilized through the video and the accompanying student page, offering students an opportunity to think critically and build conceptual understanding. During this component, teachers explicitly address vocabulary in context of the math problems and situations presented, ask probing questions, and identify and dispel any misunderstandings.

Following the VLB, the guided practice problems should be completed as a check for understanding. During this time, students solve, explain, and may create their own problems while the teacher is closely watching students, noticing those that have it and those that need additional instruction.

Next, students move into independent practice. Whether using the independent practice problems provided through enVision resources or supplying other independent opportunities based on student needs (such as enrichment opportunities on the same concept for those that showed proficiency during the guided practice), this is a time for students to practice math while the teacher is working with small groups and/or individuals.

Lesson Closure

Each day's math time should conclude with some type of reflection on the concept(s) learned. Discussing essential understandings from the day's lesson, whether as a whole group, in small groups, or in partners is a critical component. Having students reflect on their learning and the process that helped them be successful that day will assist with solidifying conceptual understanding and increase the chances for replication.