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.
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.
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.
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.
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!
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.
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.
