Creating a Thinking Classroom: From the VNPS and VRG to the Lessons to the Aha Moments
Presented by: Jennifer Fairbanks
Presented on: March 17, 2020
Take a look at how to set up your classroom with vertical whiteboards and visual random grouping. Explore how to incorporate your current lessons into having students working at the whiteboards. Learn how to create and find problems that will allow a classroom flow to lead to practice time, mistakes being uncovered, classroom discussions, and exciting discoveries.
Meaningful Student Math Reflections That Lead to Action
Presented by: Matt Coaty
Presented on: March 10, 2020
Students are used to the cycle of participating, studying, testing and then repeating the process all over again. Ending this cycle is a challenge, but it’s possible to give students opportunities to intentionally reflect on their progress, make adjustments, and set actionable goals related to math skills that need strengthening.
Recommended Grade Level: K-12
Hosted by: Jill Bemis
Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Meaningful-Student-Math-Reflections-That-Lead-to-Action
Catalyzing Change: Engaging in Critical Conversations & Taking Action to Empower & Engage Our Students in Math
Presented by: Trena Wilkerson
Presented on:March 3, 2020
Participants will learn about NCTM’s 2020 Catalyzing Change in Early Childhood/Elementary and Middle School Mathematics: Initiating Critical Conversations that bridges the conversation begun with the 2018 Catalyzing Change in High School Mathematics. It identifies and addresses critical challenges in Pk-12 mathematics to ensure that each and every student has the mathematical experiences necessary to engage successfully in mathematics. We will explore the 4 key recommendations: 1) broadening the purposes of learning mathematics; 2) creating equitable system structures mathematics; 3) implementing equitable instructional practices that transform the teaching and learning experience for Pk-12 students; and 4) developing a deep understanding of mathematics, by examining implications, challenges, and potential actions—all with a goal toward cultivating a positive math identity and strong sense of math agency in each and every student.
Rightfully Positioning Mathematics in Integrated STE(A)M Instruction
Presented by: Sarah Bush
Presented on: February 25, 2020
Each and every student should have access to meaningful and authentic mathematics-rich integrated STE(A)M learning opportunities. Explore how to inspire students through transformative learning experiences that rightfully positions mathematics as an essential component to solving problems to make sense of and improve their world. Leave with concrete ways to plan next steps in your classroom, school, or district!
Doing mathematical work sometimes feels like drudgery, and that’s often because we’ve taken ‘real math’ out of math homework. Mathematics isn’t memorization or calculation (though those can be helpful to do doing math)… rather, math is exploration, and that’s a deep human desire we all have. Students will be more motivated to learn mathematics if you appeal to their basic human desires, such as: for exploration, for play, for beauty, for truth, for struggle, for community. We’ll explore practical ways to build human themes into the teaching of mathematics. Bring one example of a lesson or a homework that you’d like to modify.
Meeting the Need of Introverts in the Collaborative Classroom
Presented by: Megan Dubee
Presented on: February 4, 2020
The rise of classroom collaboration turned rows into pods, lecture into cooperative learning, and individuals into teams. Despite the many benefits of collaborative classrooms, some students’ needs are not being met. Motivated by Quiet: The Power of Introverts in a World That Can’t Stop Talking, we will explore strategies to increase classroom inclusivity by creating a space where students feel empowered to participate in ways aligned with their personalities and challenged to take risks in their learning.
Using Desmos’ Snapshots Tool to Deepen Equitable Classroom Discourse
Presented by: Allison Krasnow
Presented on: January 28, 2020
This workshop will explore how to integrate Desmos’ Snapshots tool with any curriculum to deepen discourse, differentiation and formative assessment. We’ll examine how to amplify every student’s voice in a classroom to create more equitable participation. The 5 practices for productive mathematical discussion include: anticipating, monitoring, selecting, sequencing, and connecting. Using Desmos’ Snapshots tool, you can develop a more robust understanding of how to infuse these 5 practices into any lesson.
Writing computer programs is an artistic way to bring geometry standards to life! Although it can seem daunting to teachers who don’t have experience in computer science, we will teach you the basics and you will leave with ready to use lessons that we have implemented in our math classrooms. So join us and bring this career-ready literacy to your students using Scratch and Beetleblocks. Lessons: Playful Polygons, Code-necting the Dots,The Math Behind Coordinate Animation, Solids of Extrusion, Solids of Revolution
Recommended Grade Level: 6-12
Note: The size of the audio file required the audio to be split into two files.
Imagine: Debate, often a humanities staple, as an integral part of your math classes. Debate activities have been proven to increase student achievement and understanding. So let’s explore ways to incorporate debates into everyday math lessons, from warm-ups to projects! In this webinar, we will develop short activities and routines for building a classroom culture where students are empowered to discuss and debate mathematics–tomorrow! (Note: The podcast is split into two parts due to file size constraints.)
To think proportionally or not to think proportionally is that the question? Is everything relative? How can we scaffold proportional thinking beyond ratio tables or ‘cross multiply’ by using a double number line? In this session I will share my journey with moving students from multiplicative thinking to proportional reasoning.