This three-day series focuses on effective teaching and learning required to meet the increased rigor of state standards and current assessments. We align what educators already know with what they need to learn about developing the habits of mind their students need for success with mathematics. Participants will leave each day of this three-day course with instructional skills and strategies they can use in their classrooms immediately.
Meaningful remote learning experiences require strategic planning for your students’ unique and unpredictable learning environments. Instruction that enables synchronous, asynchronous, and unplugged opportunities that ensure all students have high levels of learning. Through this online experience, participants will learn new strategies and apply their expertise to navigate new remote learning situations.
Navigating the return to school, no matter the modality of instruction, begins by establishing a safe and responsive learning environment for all students. Addressing the unique learning needs and social emotional well-being of each and every student requires thoughtful planning, flexible strategies, and a focus on the whole student. Through this online experience, participants will explore methods and practices to develop a plan that addresses the effects of an unpredictable learning environments.
Students need to build a deep understanding of mathematics and use that understanding to reason about problems, make sense of new learning, and communicate their thinking to others. This full-day course is designed to introduce participants to the processes and habits of mind students need to develop, with particular emphasis on the role of reasoning and discourse in mathematics. During this course, teachers will engage in reasoning and discourse, and discuss the implications for their students. In addition, they analyze the complexity of mathematical tasks and consider strategies for transforming grade-level tasks to increase the level of rigor.
Participants gain a deeper understanding of instruction of procedural fluency beyond merely the ability to memorize procedures and apply them with little understanding. In addition, teachers will learn strategies to support students in representing ideas visually, symbolically, and verbally, as well as strategies for helping students make connections between these different representations.
Students need to make sense of problems and persevere in solving them. Teachers’ instructional practices directly affect students’ confidence in their mathematical skills and their willingness to persevere to solve difficult problems. This full-day course provides teachers with a deeper look at building perseverance in problem solving and applying mathematics to everyday situations. Participants will learn strategies for engaging students in appropriate levels of constructive struggle, thus allowing all students to approach mathematics with confidence and competence. Teachers learn how to maintain the integrity of high-level tasks by structuring lessons to allow students to make connections and develop new mathematical knowledge.
This three-day series focuses on effective teaching and learning required to meet the increased rigor of TEKS Mathematical Process Standards. We align what educators already know with what they need to learn about developing the student expertise in the processes and habits of mind outlined in the standards and needed for success with mathematics. Participants will leave the institute with instructional skills and strategies they can use in their classrooms immediately.
Designed to fundamentally change the way teachers think about math and how they teach their students, this relevant, engaging, 4-or 5-day institute brings Mathematical Habits of Mind to life. Through hands-on, research-based activities, teachers deepen their own content knowledge while learning how to develop students’ number sense, computation, and problem-solving skills, as well as their abilities to think and reason.
This full-day course refines participants’ vision for their role as instructional leaders of mathematics. Participants increase their understanding of and ability to communicate about current state standards. They engage in mathematical tasks and discover the use of tools and structures to lead stakeholders toward effective mathematics teaching and learning.