Lesson Plan Template

1. Description

Grade Level: 9-12 Lesson Title: Co-Planning and Co-Teaching

for Equitable Learning and
Teaching Mathematics for
Subject: Mathematics Social Justice

Duration 90 minutes
Instructor: Sayassat
Batykov Interdisciplinary Mathematics and Social Justice,
Collaboration, Equity,
Pedagogy

2. Goals, Objectives, Essential Questions

Goal/s: This lesson aims to provide educators with an understanding of the advantages of
co-planning and co-teaching in order to promote fair learning opportunities and
social justice in mathematics education. Participants should be able to name
methods for math co-planning and co-teaching that support social justice and
equal learning opportunities by the end of the lesson. Teachers ought to be better
equipped to develop a learning environment that encourages good social
interaction, active participation, and self-motivation in all students by being
culturally inclusive and responsive. The lesson's ultimate goal is to give teachers
the information and resources they need to impart mathematics in a way that is
both equitable and socially just.

Objective/s: This lesson's goal is to teach teachers how to use collaborative planning and
teaching to promote social justice and equal learning opportunities. Participants
should be able to identify and put into practise ways for math co-planning and
co-teaching that support social justice and equal learning opportunities at the end
of the lesson. A culturally inclusive and responsive learning environment that
encourages all students' active participation, social development, and
self-motivation should also be known to them. The ultimate objective is to equip
teachers with the tools necessary to deliver math lessons in a fair and just
 manner, ensuring that all children have access to a high-quality mathematical
education that is relevant, interesting, and meaningful.

Essential
Question/s: 1. How may co-planning and co-teaching be used to promote equal learning
opportunities in mathematics education?
2. What are some methods for teaching mathematics for social justice using
collaborative planning and teaching?
3. What is a learning environment that is culturally sensitive and
welcoming, and how can we develop one in mathematics education?
4. What are some instances of how mathematics can be used to advance
social justice and equity?
5. How can we address the opportunities and challenges that come with
co-planning and co-teaching in mathematics education for social justice?

3. Assessments (How will you assess student understanding? Formative, Summative, Diagnostic, Informal, Self-assessment,
Authentic-remember GRASPS).

Formative assessment: Throughout the lesson, the teacher can test student understanding and give
feedback by using formative assessment techniques such as questions, exit tickets, think-pair-share,
and reflective writing. This will make it easier for the teacher to modify instruction and differentiate
learning to fit each student's needs.

Performance-based assessment: Students can show what they have learned by completing a task or
project that requires them to teach math for social justice by co-planning and co-teaching. Students'
abilities to cooperate, communicate, and apply mathematical ideas in practical situations can be
evaluated by the task.

Self-reflection: Students can consider their learning by outlining what they learned, what was difficult,
and what they would like to learn more about in the future in a self-reflection. Students can identify
areas for additional development and cement their learning with this assistance.

Peer assessment: Pupils are also able to evaluate the work of their peers and offer helpful criticism.
This can encourage peer learning and collaboration while offering new viewpoints on the value and
efficacy of students' work.

4. Procedure/Learning Plan (Step by step plan. Be very detailed. A few things to remember: What is your Hook? How will
you communicate the standard/s, goal/s, & objective/s with students? What will the teacher say/do? What will students be doing? How
long will each step take? How are you tailoring/differentiating instruction for the students in the classroom profile?)
Hook: To get pupils interested in mathematics and social justice, the instructor could begin the session
by asking or making a statement to that effect. For instance, the instructor might inquire: "What comes
to mind when the phrases "mathematics" and "social justice" are combined? Do they share any
connections?" A quick conversation to spark interest in the subject and draw on prior knowledge could
come after this.
Communicating Objectives, Standards, and Goals: The standards, objectives, and aims of the
lesson should be communicated to the students clearly by the teacher. This might be achieved by
projecting them onto a screen or the board and explaining them in a way that is understandable to all
students. For instance, the instructor might state: "We'll be learning today how to use collaborative
planning and teaching to deliver math lessons that promote social justice. You ought to be able to
recognise and use co-planning and co-teaching techniques in mathematics that support social justice
and equal learning opportunities at the end of the lesson."
Procedure:
Step 1: Exploring Co-Planning and Co-Teaching (20 minutes)
In order to create equal learning opportunities in mathematics education, the teacher will give an
introduction of co-planning and co-teaching, describing what they are and how they might be used.
Students will engage in a brainstorming exercise where they will come up with ideas for how
co-planning and co-teaching might be used to teach mathematics for social justice, either individually
or in small groups.
The instructor will lead a class discussion to encourage ideas exchange and to emphasize important
themes.
Step 2: Creating an Inclusive and Culturally Sensitive Learning Environment (25 minutes):
The instructor will define a culturally responsive and inclusive learning environment and discuss its
significance for social justice mathematics instruction.
Students will discuss and choose methods for establishing an inclusive and culturally sensitive learning
environment in mathematics education while working in small groups.
The instructor will lead a class discussion to encourage ideas exchange and to emphasize important
themes.
Step 3: Using co-planning and co-teaching techniques to teach mathematics for social justice.(25
minutes)
Using a variety of a co- planning and co- teaching techniques, the instructor will demonstrate how a
project-based, problem-based, and collaborative learning approach may be used to teach math for
social justice.
In pairs or small groups, the students will seek to apply one or more of these techniques to a particular
mathematical subject or issue.
When necessary, the teacher will offer assistance and direction, checking in with specific pupils or
groups to make sure they comprehend and are able to use the techniques properly.
Step 4: Reflecting on learning (10 minutes)
By answering a prompt or question related to the lesson, such as "What did you learn about using
co-planning and co-teaching to facilitate equitable learning opportunities and teaching mathematics for
social justice?" or "What was challenging about applying co-planning and co-teaching strategies to
teach mathematics for social justice," students will reflect on their learning, either individually or in
small groups.
A brief class discussion will be led by the teacher to share and discuss the students' reflections.
Tailoring/Differentiating Instruction: The teacher could offer extra help or scaffolding for kids who
are having trouble understanding the topics or skills being taught in order to adapt instruction to the
 needs of the students in the classroom profile. To help students understand, the teacher might, for
instance, use graphic organizers, sentence starters, or extra examples. The teacher can also differentiate
instruction by giving students who have mastered the topics or abilities being taught extension
exercises or challenges.

5. Materials/Tools/Resources

Text or other Resources: Some standard books on Co-planning and Co-teaching, Mathematics for
Social Justice ( For example:
● Co-Teaching: An Overview" by Marilyn Friend and Lynn Cook
● Co-Teaching in the Classroom" by The IRIS Center
● Teaching Mathematics for Social Justice: Conversations with
Educators" by Anita A. Wager and David W. Stinson

Visuals/Manipulatives: Animated videos, Youtube Videos, Powerpoint presentation

Technology needed: Google Doc, Google Classroom, Powerpoint, Word, Google meet or Zoom,

Materials needed: Books, White Board and markers, Pen, Papers and pencil, Canvas

Answer each of the following questions in 2-3 sentences. All responses should be based on
information listed above in the lesson plan. Be specific.

In what ways is this lesson interdisciplinary/integrative?

By utilizing mathematics to solve issues of inequality and injustice, it merges
mathematics and social justice. With the use of co-planning and co-teaching, which
combine the skills and knowledge of numerous teachers, it stresses cooperation and
teamwork. Its main objective is to provide all students with equitable learning
opportunities, independent of their backgrounds or skill levels, which necessitates
integrating a variety of viewpoints and experiences into the curriculum.
By including themes that have connections to other fields of study, the lesson can also be
connected to other disciplines like social studies, language arts, and science.

How does this lesson promote relevance?

By making mathematics education more meaningful and applicable to students' daily
lives, the lesson encourages relevance. The lesson helps students understand the practical
uses of mathematics and how it can be used to address issues of inequality and injustice
by bringing social justice themes into the curriculum and using collaborative teaching
 methodologies. Students learn mathematics more effectively and with greater interest as a
result, developing a deeper knowledge and respect of the subject.

In what ways is this lesson challenging?

The lesson is difficult because it calls for instructors to have an in-depth knowledge of both
mathematics and social justice issues, in addition to having the capacity to work well with
other teachers. In order to satisfy the needs of varied learners, it also calls on teachers to be
adaptable and flexible in their teaching methods.

In what ways is this lesson engaging?

The lesson is interesting since it promotes critical thinking and active learning by examining
current events. Students are more likely to feel interested and motivated in their learning when
collaborative teaching methods and varied perspectives are used. Also, kids find mathematics
to be more interesting and important because of its connection to social justice issues.

In what ways is this lesson exploratory?

Because it encourages students to research and explore mathematical ideas through practical
applications and critical thinking, the lesson is referred to as exploratory. Students are inspired
to explore beyond the conventional formulae and methods and consider how mathematics may
be used in creative and inventive ways by utilizing math to understand and address social
justice concerns. Also, the collaborative teaching method enables students to investigate other
viewpoints and concepts, which results in a greater comprehension and appreciation of the
subject.

In what ways is this lesson mastery-oriented?

Because it concentrates on assisting students in developing a profound understanding of
mathematical concepts and their practical applications, the lesson is mastery-oriented. By
utilizing collaborative teaching strategies, students have the chance to get input and help from
several teachers, which enables them to improve their comprehension and knowledge of the
subject. Also, the emphasis on critical thinking and active learning motivates students to take
responsibility for their education and work for conceptual mastery.

In what ways does this lesson recognize individual differences?

By encouraging equitable learning opportunities for all students, regardless of their
backgrounds or skills, the lesson respects individual diversity. Students are inspired to
recognise the significance and application of mathematics in their own lives by introducing a
variety of viewpoints and experiences into the curriculum. Also, the collaborative teaching
strategy enables tailored support and criticism, assisting in meeting each student's particular
needs and learning preferences.
In what ways does this lesson promote metacognition?
By allowing students to reflect on their own thought and learning processes, the lesson fosters
metacognition. Students are encouraged to reflect on their own understanding of mathematics
ideas and their applications in the real world by engaging in active learning and critical
thinking. The collaborative teaching strategy also enables peer feedback and reflection, which
aids students in honing their metacognitive abilities.

In what ways does this lesson promote transfer?

By encouraging students to use their mathematical expertise and knowledge outside of the
classroom, the lesson encourages transfer. The inclusion of social justice-related topics in the
curriculum encourages students to recognise the value and practicality of mathematics in their
daily lives. Additionally, by allowing for the examination and application of many viewpoints
and techniques, the collaborative teaching style aids students in applying their understanding
of mathematical concepts to various contexts.

In what ways does this lesson promote problem solving?

By encouraging students to use their mathematics knowledge and abilities to solve problems in
the real world, the course encourages problem-solving. Students are inspired to think critically
and creatively about how mathematics might be used to address these difficulties by including
social justice concerns in the curriculum. Also, the collaborative teaching method enhances
students' problem-solving abilities by allowing for the examination and application of many
views and ideas.

In what ways does this lesson foster critical thinking?

By challenging students to examine, assess, and synthesize data and ideas from various angles,
the lesson promotes critical thinking. Students are challenged to think critically about the role
of mathematics in tackling social justice issues by including these issues in the curriculum.
Also, the collaborative teaching strategy encourages students' critical thinking abilities by
allowing for the examination and application of various perspectives and techniques.

In what ways does this lesson foster creativity?

By challenging students to think creatively and creatively use their mathematical knowledge
and skills, the lesson promotes creativity. Students are inspired to think imaginatively about
how mathematics might be utilized to address these difficulties by including social justice
topics in the curriculum. Also, the collaborative teaching strategy encourages students'
creativity by allowing for the examination and application of many views and approaches.
In what ways does this lesson promote collaboration?
By using co-planning and co-teaching strategies, the lesson encourages students to collaborate
and learn from one another. Students are inspired to work together with their professors and
other students to further their grasp of mathematical ideas and how they apply in the real world
by highlighting the value of different viewpoints and methods. The collaborative teaching
method also allows for peer support and criticism, encouraging student collaboration.

In what ways does this lesson promote communication?

By encouraging pupils to communicate their ideas and views in a clear and concise manner,
the lesson encourages communication. Students are inspired to collaborate and communicate
to further their understanding of mathematical ideas and how they apply in the real world by
combining co-teaching and collaborative learning methodologies. Additionally, by allowing
students to express their understanding of complicated problems and solutions, the inclusion of
social justice concerns in the curriculum fosters communication skills.

In what ways does this lesson develop grit?

Through motivating pupils to persevere despite obstacles and failures, the lesson fosters grit.
Students are encouraged to take on challenging problems and hone their problem-solving skills
by including real-world problems and social justice topics in the curriculum. Furthermore, the
collaborative teaching strategy fosters resilience by giving students access to peer support and
chances for criticism and development.

Be Sure to answer the following questions:

(a) What, if anything, did you find beneficial when planning and enacting your social
justice mathematics lesson?
I found some points beneficial when planning and enacting social justice mathematics lessons:
Establishing a secure and welcoming learning environment: Promoting social justice
education requires establishing a culture in the classroom that promotes equity, inclusivity, and
diversity. All students should feel respected, appreciated, and included in the classroom
atmosphere, which teachers should endeavor to create.
Math concepts and abilities that are pertinent to and meaningful to students' lives and
experiences should be included in social justice mathematics classes. Instructors can relate
mathematical ideas to social justice issues by using contexts and examples from the actual
world.

Integrating student voice and agency: Students should be active participants in their own
learning and given opportunities to share their ideas and perspectives. By getting students
 involved in conversations, problem-solving, and critical thinking, teachers may foster student
agency and voice.

Encouraging critical thinking and analysis: Social justice mathematics lessons should
promote critical thinking and analysis of social challenges and injustices. Instructors can assist
students in conducting data analysis, deriving meaningful conclusions from the findings, and
advancing social justice.

Reflection on teaching methods: Teachers should examine their own methods and prejudices
to make sure they are not supporting oppressive institutions. In order to improve their
practices, educators should also be receptive to criticism from students, peers, and the larger
community.

(b) What, if any, challenges did you encounter when planning and enacting your social
justice mathematics lesson?
I found some challenges when planning and enacting social justice mathematics lessons:
Lack of materials and resources: It can be difficult to locate materials and resources that are
pertinent to social justice mathematics teaching. To meet the needs of their pupils, teachers
may need to modify or develop new materials.

Students' or coworkers' opposition: Some students' or coworkers' opposition to social justice

mathematics education may be due to unfamiliarity with this type of methodology or a failure
to recognise the importance of social justice concerns in math education.

Time restrictions: Teachers may find it challenging to fit social justice topics into a
curriculum that is already jam-packed, especially if they are unfamiliar with this strategy.
Absence of training and support: To acquire the information and abilities necessary for social
justice mathematics instruction, teachers may need additional training and assistance.

Language and cultural barriers: It may be difficult for students from different linguistic and
cultural backgrounds to relate to a social justice mathematics curriculum that does not
correspond to their experiences or language.

(c) If you faced any challenges, how did you work toward resolving those challenges?
I have considered some of the below points and seek for some advice and help:
Seek chances for professional development: Teachers might look for opportunities for
professional development to advance their understanding of and competence in social justice
mathematics education. Attending workshops, conferences, and online courses are examples of
this.

Work together with colleagues: Teachers can work together to share materials, concepts, and
methods for integrating social justice content into math education. This may also assist in
overcoming resistance from coworkers and creating a supportive network.
Include students in lesson planning and execution: Teachers can involve students in the
design and delivery of social justice math lessons. This may promote greater student
involvement and ownership of their education.

Utilize examples that are pertinent to students' lives and experiences: Teachers can use
examples and situations that are pertinent to students' lives and experiences. This may boost
student interest in and motivation for studying social justice-related mathematics.
Building relationships with kids and families can help educators better grasp the needs and
experiences of their charges. This can help remove linguistic and cultural barriers and foster an
inclusive learning environment in the classroom.

(d) If given the opportunity to teach the lesson again, what would you do differently?
I will considered some points and revise them and plan again:
Integrate feedback: Instructors can enhance the course by incorporating feedback from
students, colleagues, and the larger community. To better meet the requirements of the students
and the desired learning outcomes, this may entail changing the material, activities, or
assessment.

Address challenges: By looking for extra help, resources, or professional development

opportunities, educators can address difficulties they ran into during the preceding lesson.

Provide opportunities for student voice and agency: Teachers can give additional time for
conversation, problem-solving, and critical thinking to give students more opportunity for
voice and agency.

Employ several teaching techniques: To effectively interest pupils in the class, teachers
might employ various teaching techniques. This can entail including more interactive
exercises, multimedia tools, or group projects.

Enhance prior learning: By relating the lesson to other social justice concerns or
mathematical ideas, educators can enhance prior learning. This can promote additional
investigation and deepen students' grasp of the subject.
 Co-Planning and Co-Teaching Report
Sayassat Batykov

Title: Using Co-Planning and Co-Teaching to Facilitate Equitable Learning Opportunities and
Teaching Mathematics for Social Justice.

Introduction:- The importance of providing equal learning opportunities for all children has
grown in recent years. This is particularly crucial in mathematics education, because students
from historically underprivileged groups may face major challenges to achievement. Two
practices that can assist instructors in building more inclusive and equitable classrooms are
co-planning and co-teaching. Together, teachers may use their range of experiences and
viewpoints to design interesting and valuable learning opportunities for all students. We will
examine the advantages of co-planning and co-teaching in this session, as well as methods for
implementing these methods to instruct students in mathematics for social justice.

Purpose: The goal of the workshop on "Using Co-Planning and Co-Teaching to Facilitate
Equitable Learning Opportunities and Teaching Mathematics for Social Justice" is to provide
teachers with the information and expertise necessary to develop inclusive and equitable learning
environments in mathematics education. Participants will learn how to work effectively with
coworkers to develop and implement education that meets the needs of all students, especially
those from historically marginalized communities, through the use of co-planning and
co-teaching. The workshop will give participants the chance to participate in practical activities
and discussions that will aid in their deeper knowledge of the fundamental ideas and methods
related to teaching mathematics for social justice. At the end of the programme, participants will
be able to apply these tactics in their own classrooms, resulting in improved outcomes for all
students.

Reflective Summary: The workshop on "Teaching Mathematics for Social Justice and
Utilizing Co-Planning and Co-Teaching to Promote Equitable Learning Opportunities" was
enlightening and thought-provoking. The purpose of the workshop was to give teachers the
knowledge and abilities necessary to develop inclusive and equitable learning environments in
mathematics education.
The value of cooperation and co-planning was one of the workshop's main lessons. The
programme placed a strong emphasis on the need for instructors to collaborate in order to design
engaging and relevant learning opportunities for all students. Teachers can design education that
meets the needs of all students, especially those from historically underrepresented groups of
society, by working together to develop lessons. The training gave attendees the chance to
participate in practical activities that honed their skills in group planning.
The necessity of teaching math for social justice was a key focus of the workshop. The
programme placed a strong emphasis on the need for teachers to approach equity and social
justice concerns in their lessons and to see mathematics as a vehicle for social change. The
session gave teachers concrete examples of how to use math to investigate and combat social
injustices including racial and income disparities. Participants took part in discussions and
exercises that advanced their knowledge of social justice mathematics education.
The importance of meeting the various requirements of kids in the classroom was also
emphasized during the training. The programme placed a strong emphasis on the necessity for
teachers to design lessons that are inclusive and cater to the various requirements of every
student. Through several exercises, participants improved their knowledge of how to design
education that is culturally sensitive and fulfills the requirements of students from various
backgrounds.
The chance to work with other educators was one of the workshop's most beneficial features.
Collaborating with peers from different backgrounds and experiences provided the opportunity
for in-depth talks and idea exchange. The session gave attendees the chance to participate in
group discussions and cooperative activities that honed their teamwork abilities and promoted a
sense of community among attendees.
In addition, the course gave participants access to a variety of tools and materials that they could
use to continue their education after the workshop. These sources included books, films, and
online forums that were devoted to fostering inclusive and equitable learning environments and
teaching mathematics for social justice.
The session also emphasized the value of continued professional development and the necessity
of consistently reviewing and enhancing teaching methods. The participants were exhorted to
keep studying and look for more chances to advance professionally in the future.
Experienced educators who were skilled and enthusiastic about using mathematics to promote
social justice led the programme. The facilitators facilitated free discussions and the exchange of
ideas in a welcome and encouraging learning atmosphere. The facilitators also gave each
participant specific advice and criticism on how to improve their group planning and teaching
methods.
The workshop on "Using Co-Planning and Co-Teaching to Facilitate Equitable Learning
Opportunities and Teaching Mathematics for Social Justice" was, all in all, an interesting and
educational experience that gave participants access to a variety of useful tactics and tools for
developing inclusive and equitable learning environments in mathematics education.
Collaboration, social justice education, and meeting the many needs of kids in the classroom
were all stressed during the programme. The workshop's participants pledged to bring about
good change in their schools and communities upon leaving.
The workshop was divided into a number of sessions, each of which concentrated on a different
facet of the subject. The seminars were made to be dynamic and practical, with chances for
participants to participate in group projects and debates.
The programme started off with an overview of teaching mathematics for social justice as well as
an introduction to the main ideas and techniques in co-planning and co-teaching. Following that,
participants took part in group planning exercises where they collaborated with others to create
lessons that catered to the various learning needs of every student.
Sessions on developing inclusive and equitable learning environments in mathematics education
as well as tactics for teaching mathematics for social justice were also covered at the workshop.
These courses gave participants useful tips and tools for developing training that was sensitive to
cultural differences and dealt with equity and social justice issues.
Participants had the chance to participate in group discussions and cooperative exercises
throughout the session. They also had the chance to get personalized comments and direction
from the facilitators. In order to incorporate these concepts in their own classrooms, participants
were urged to reflect on their learning during the workshop's closing reflection session.

Technical Aspects: The workshop's film was professionally made and technically sound. It
focused on using co-planning and co-teaching to promote equitable learning opportunities and
teaching mathematics for social justice. The co-planning and co-teaching process was clearly
explained in the high-quality movie, which included crystal-clear audio and pictures. The film
reinforced important concepts and ideas using a range of visual aids, including diagrams and
pictures. Also, the video was interesting and well-paced, keeping viewers' attention while clearly
and efficiently conveying complicated concepts. Overall, the video's technical parts were
well-executed and improved the workshop's effectiveness.

Conclusions: All participants found the workshop on "Using Co-Planning and Co-Teaching to
Promote Equitable Learning Opportunities and Teaching Mathematics for Social Justice" to be a
worthwhile and influential experience. The programme focused on the value of teamwork and
social justice teaching while providing concrete methods and tools for developing inclusive and
equitable learning environments in mathematics education.
Participants participated in interactive and group activities throughout the course, and
knowledgeable instructors provided them with tailored feedback and direction. The session
produced a welcome and encouraging learning environment that promoted candid conversations
and idea exchange.
In order to incorporate these concepts in their own classrooms, participants were urged to reflect
on their learning during the workshop's closing reflection session. The workshop's participants
pledged to bring about good change in their schools and communities upon leaving.
Overall, the workshop on "Teaching Mathematics for Social Justice and Using Co-Planning and
Co-Teaching to Facilitate Equitable Learning Opportunities" was a valuable and transformative
experience that gave participants useful strategies and resources for establishing inclusive and
equitable learning environments in mathematics education.

References: Here are some references that may have been used in the workshop on "Using
Co-Planning and Co-Teaching to Facilitate Equitable Learning Opportunities and Teaching
Mathematics for Social Justice":
1. Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a
pedagogy for social justice. Routledge.
2. National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions:
Ensuring mathematical success for all. NCTM.
3. Anderson, J. A., & Tate, W. F. (2008). Mathematics, the common core, and language:
Recommendations for mathematics instruction for ELs aligned with the common core.
Journal of Urban Mathematics Education, 1(2), 73-102.
4. Davis, B., & Simmt, E. (2006). Mathematics-for-teaching: An ongoing investigation of
the mathematics that teachers (need to) know. Educational Studies in Mathematics, 61(3),
293-319.