Merging ongoing assessment with instruction engages teachers and students in becoming partners to support student learning. Using ideas from INFORMative Assessment: Formative Assessment to Improve Mathematics Achievement, by Jeane M. Joyner and Mari Muri, this course supports participants’ extension and application of a fundamental understanding of formative assessment for the purpose of promoting student learning.
This full-day course introduces educators to the theory, structure and focus of Number Talks. As participants interact throughout the day, they reflect on their current practices and target essential understandings about numbers and operations.
This course offers teachers of young children hands-on experiences with instructional strategies that promote the thinking and reasoning. Video clips are used to bring teachers into the young child’s classroom to see students grapple with counting and building and dealing with data. Participants have multiple and varied opportunities to consider instructional decisions, differentiation, and assessment.
This full-day course provides teachers with a firsthand experience of learning mathematics through problem solving. Through this experience, participants are introduced to approaches and strategies to help students build new mathematical knowledge and use a range of problem-solving strategies. Throughout the course, teachers experience and learn how to provide a classroom environment that encourages students to explore, take risks, and share their thinking.
Number sense is a broad concept that covers a range of numerical thinking. This course helps teachers gain an understanding of what number sense is, why it is important, and what strategies they can use to help promote their students’ number sense. Through firsthand experiences, teachers explore their own number sense and are introduced to instructional approaches that promote thinking and communicating about numbers. Samples of student work help connect course investigations to teachers’ classroom needs.
This course helps teachers understand what it means to support all students by differentiating three aspects of the math curriculum—content, process, and product. Teachers examine a variety of approaches that help them make instructional adjustments to content, provide activities that address how different students learn, and offer a variety of ways for students to demonstrate what they’ve learned.
This three-day course offers guidance to classroom teachers, special educators and math specialists in understanding and supporting children who struggle with mathematics. The struggles that children encounter may be the result of cognitive learning challenges, background and experience, or previous instruction. This is not a “recipe” course, but rather a course on improving instructional practices and helping teachers to be more thoughtful about struggling learners in their classes. In this course, educators examine and choose instructional strategies to help struggling students be successful in regular mathematics classrooms and learn to use a framework of assessments to understand student thinking.