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.
Observational Feedback that Sticks: Google and Extensions that Create Actionable Feedback
Presented by: Brandi Simpson & B. 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.
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.
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.
