A Computational Approach to Functions

A Computational Approach to Functions

Presented by: Patrick Honner
Presented on October 8, 2019
Looking for a new approach to teaching domain and range? Or an opportunity for students to use their crossover computer science skills? Taking a computational approach to functions allows for the rigorous development of all the fundamental concepts in an active and creative way, while at the same time offering endless opportunities to extend deeper into both mathematics and computer science. If you teach about functions—and what math teacher doesn’t?—you will leave with something new to think about for your math classroom.

Recommended Grade Level: 7 – 12

Hosted by: Rana Hafiz

Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/A-Computational-Approach-to-Functions

ELL Strategies for a Regular High School Math Classroom

ELL Strategies for a Regular High School Math Classroom

Presented by: Jennifer Thomas and Kari Ferguson

Presented on September 24, 2019

Students need more literacy support in a math classroom due to different language levels, math abilities, and global perspectives. Through examining practice, teachers can focus on their formatting to ensure they are best supporting students.

Hosted by: Amanda Riske

Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/ELL-Strategies-for-a-Regular-High-School-Math-Classroom

Moving to SBG (Part 2)

Moving to SBG (Part 2)

Presented by: Farica Erwin

In my journey to make my grading policies match my teaching philosophy, I found Standards Based Grading. Six years of some trial and error, I now have a policy that works for my classroom. Join to learn about how to incorporate SBG, what worked, what didn’t work, how it affects homework policy, and how to still use a traditional online grade book.

Hosted by: Rana Hafiz

Special Note:  Due to the size of this file, this is part 2 of 2.

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Moving-to-SBG

Presented on September 10, 2019

 

Moving to SBG (Part 1)

Moving to SBG

Presented by: Farica Erwin

In my journey to make my grading policies match my teaching philosophy, I found Standards Based Grading. Six years of some trial and error, I now have a policy that works for my classroom. Join to learn about how to incorporate SBG, what worked, what didn’t work, how it affects homework policy, and how to still use a traditional online grade book.

Hosted by: Rana Hafiz

Special Note:  Due to the size of this file, this is part 1 of 2.

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Moving-to-SBG

Presented on September 10, 2019

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