Building Visual Patterns Into Your Warmup Routine

Building Visual Patterns Into Your Warmup Routine

Special Note: The audio is a bit rough for the first 10 seconds or so due to recording issues with our hosting platform.

Presented by: Fawn Nguyen

Calling all teachers (grades 1 through 12+) who are new to visual patterns! I’d love to share with you how I use visual patterns as one of my warmup routines. I’ll share key questions to ask students, helpful structures to build algebraic reasoning, and ways to kick it up a few notches once your students are familiar with working with patterns. With faithful implementation, using visual patterns provides a powerful tool to build confidence and flexibility in writing equations.

Hosted by: Sheila Orr

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Building-Visual-Patterns-Into-Your-Warmup-Routine

Presented on September 10, 2019

Catalysing a Culture of Curiosity in Mathematics

Catalysing a Culture of Curiosity in Mathematics

Presented by: John Rowe

Doing mathematics is an amazing way to truly harness the curiosity we naturally bring to things that capture our attention. We play with ideas to explore our intuition and attempt to reason the way the world works. We create models that tell stories of patterns and relationships between what we can see and what we cannot, between what we understand and what we do not.

Teachers can be a catalyst for creating a culture of curiosity in mathematics, serving as a model for working mathematically conducive to learning experiences where students are captivated by the beauty of mathematics.

This webinar will provide participants with examples of how we might foster a classroom culture where students ask more questions than their teacher and where learning is a process of reflection, sharing the insights made and resolutions reached.

Hosted by: Leigh Nataro

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Catalysing-a-Culture-of-Curiosity-in-Mathematics

Presented on September 3, 2019

Thinking About Your Thinking: Writing + Math

Thinking About Your Thinking: Writing + Math

Presented by: Cindy Reagan

Journals, self-evaluations, writing prompts, reflections, and written goals helped improve my students’ critical thinking skills, metacognition, self-awareness, and engagement. I’ll share strategies and examples – and I’d love to discuss how to help you start, or grow, this process in your class.

Hosted by: Leigh Nataro

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Thinking-About-Your-Thinking-Writing-Math

Presented on August 27, 2019

Observational Feedback that Sticks: Google and Extensions that Create Actionable Feedback

Observational Feedback that Sticks: Google and Extensions that Create Actionable Feedback

Presented by: Brandi Simpson & Brooke Lucio

Based on the work of Chip and Dan Heath, authors of Teaching That Sticks, this session will demonstrate how observational feedback can “find the core” to develop a productive coaching relationship. We will share our protocols and system for providing feedback that integrates AutoCrat and the Google Suite. Participants will walk away with the skills to design and customize feedback tools to meet their needs at any level.

Hosted by: Jessica Bogie

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Observational-Feedback-that-Sticks-Google-and-Extensions-that-Create-Actionable-Feedback

Presented on August 20, 2019

How Might Our Beliefs Impact Our Identity as Mathematics Educators? (Part 2: Second Half)

How Might Our Beliefs Impact Our Identity as Mathematics Educators? (Part 2)

Note: This is the second half of this webinar.

Presented by: Megan Holmstrom and Ryan Grady

As we engage in professional development with teachers mathematics teaching & learning, we have found that asking three questions is a crucial place to begin the work with any group. As you think about the teaching and learning teams you are a part of, consider these three questions:
Who are we?
Why are we doing this?
Why are we doing this, this way?
Further, NCTM’s Guiding Principles for School Mathematics states that, “Professionalism [exists] in an excellent mathematics program, [when] educators hold themselves and their colleagues accountable for the mathematical success of every student and for their personal and collective professional growth toward effective teaching and learning of mathematics” (Principles to Actions p.5 – NCTM 2014). How are we holding our collective accountability in shared professional growth?
Join us for the continuation of our June discussion and engagement around job-embedded professional learning across PreK-G12 mathematics!
Please note: this is Part 2, consider reviewing our conversation from June 18 as front-loading for our August chat.

Hosted by: Sheila Orr

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/PART-2-How-Might-Our-Beliefs-Impact-Our-Identity-as-Mathematics-Educators

Presented on August 13, 2019

How Might Our Beliefs Impact Our Identity as Mathematics Educators? (Part 2: First Half)

How Might Our Beliefs Impact Our Identity as Mathematics Educators? (Part 2)

Note: This is the first half of this webinar.

Presented by: Megan Holmstrom and Ryan Grady

As we engage in professional development with teachers mathematics teaching & learning, we have found that asking three questions is a crucial place to begin the work with any group. As you think about the teaching and learning teams you are a part of, consider these three questions:
Who are we?
Why are we doing this?
Why are we doing this, this way?
Further, NCTM’s Guiding Principles for School Mathematics states that, “Professionalism [exists] in an excellent mathematics program, [when] educators hold themselves and their colleagues accountable for the mathematical success of every student and for their personal and collective professional growth toward effective teaching and learning of mathematics” (Principles to Actions p.5 – NCTM 2014). How are we holding our collective accountability in shared professional growth?
Join us for the continuation of our June discussion and engagement around job-embedded professional learning across PreK-G12 mathematics!
Please note: this is Part 2, consider reviewing our conversation from June 18 as front-loading for our August chat.

Hosted by: Sheila Orr

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/PART-2-How-Might-Our-Beliefs-Impact-Our-Identity-as-Mathematics-Educators

Presented on August 13, 2019

How Might Our Beliefs Impact Our Identity as Mathematics Educators? (Part 1)

How Might Our Beliefs Impact Our Identity as Mathematics Educators?

Presented by: Megan Holmstrom

As we engage in professional development with teachers mathematics teaching & learning, we have found that asking three questions is a crucial place to begin the work with any group. As you think about the teaching and learning teams you are a part of, consider these three questions:
Who are we?
Why are we doing this?
Why are doing this this way?
NCTM’s Guiding Principles for School Mathematics states that, “Professionalism [exists] in an excellent mathematics program, [when] educators hold themselves and their colleagues accountable for the mathematical success of every student and for their personal and collective professional growth toward effective teaching and learning of mathematics” (Principles to Actions p.5 – NCTM 2014). How are we holding our collective accountability in shared professional growth?
Join us for discussion and engagement around job-embedded professional learning across PreK-G12 mathematics!

Hosted by:Marissa Grayson

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/How-Might-Our-Beliefs-Impact-Our-Identity-as-Mathematics-Educators

Presented on June 11, 2019

Making Fluency Meaningful (Part 2)

Making Fluency Meaningful (Part 2)

Presented by: Anne Agostinelli

Note: This is part 2 of this podcast.

Have you heard about Math or Number Talks but wonder how to make them meaningful? Let’s explore what makes them effective: the protocol, talk moves, and the many resources from our #MTBoS community, along with ideas for making it all fit into your math classes.

Hosted by: Jessica Bogie

Note: Watch the full presentation at:  https://www.bigmarker.com/GlobalMathDept/Making-Fluency-Meaningful3-2019-05-09-08-00-am

Presented on June 11, 2019

Making Fluency Meaningful (Part 1)

Making Fluency Meaningful (Part 1)

Presented by: Anne Agostinelli

Note: This is part 1 of this podcast.

Have you heard about Math or Number Talks but wonder how to make them meaningful? Let’s explore what makes them effective: the protocol, talk moves, and the many resources from our #MTBoS community, along with ideas for making it all fit into your math classes.

Hosted by: Jessica Bogie

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Making-Fluency-Meaningful3-2019-05-09-08-00-am

Presented on June 11, 2019

Jump-Start Number Sense and Reasoning in 10 Minutes

Jump-Start Number Sense and Reasoning in 10 Minutes

Presented by: John SanGiovanni

Do your students struggle with reasoning about numbers? Are they challenged to think about the reasonableness of their solutions? Are you looking for practical, high-quality tasks to engage students and ignite discussion? In this session, participants learn about dynamic, doable activities engage students in reasoning and discussion. A collection of ready-for-use resources will be provided and explored so that pursuit of number sense becomes a daily routine. These resources naturally complement each and every lesson in any K-2, 3-5, or 6-8 mathematics class regardless of the “core” program.

Hosted by: Paula Torres

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Jump-start-Number-Sense-and-Reasoning-in-10-Minutes

Presented on June 4, 2019