Planning for the Student Experience

by Sarah Caban and Kristin Gray

Teachers are so amazing and resilient. Amid all of the many thoughts and feelings about the challenges this school year brings, conversation continually revolves around their students. 

When discussing instruction, teachers wonder: 

  • How will I get to know the students?
  • How will I learn more about what the students are thinking?
  • How will I build a classroom community?
  • How will I support each student along the way? 
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Helping Elementary Students Cultivate a Strong Math Community

by LaToya Byrd and Jenna Laib

School looks different this year. It’s easy to focus on the changes that will need to be made—the new practices, the new routines, the new technologies—but we must first focus on our central beliefs about teaching and learning, and use those beliefs to determine what’s important. It is essential to build a strong classroom community.

What does it look like?

This community should strive to be one where learners know, use, and enjoy mathematics. How do you envision this math class? And how does that relate to your own mathematical experiences? 

Continue reading “Helping Elementary Students Cultivate a Strong Math Community”

English Learners and Distance Learning: Math Language Routines

by Vanessa Cerrahoglu, Jennifer Wilson, and Liz Ramirez

We envision creating a world where learners know, use, and enjoy mathematics. Knowing and using math goes beyond calculating and evaluating. We create purposeful opportunities for students to engage in sense-making and use language to negotiate meaning with their peers. This calls for a language-rich environment where there’s space for all students to participate in argumentation and explanation.

What do these conversations look like now that we are no longer sharing physical space together? And how do we support our multilingual students who are gaining proficiency with English during distance learning? 

Continue reading “English Learners and Distance Learning: Math Language Routines”

New IM 6–12 Resources for Addressing Unfinished Learning and Engaging Students in Distance Learning

by David Petersen and Kate Nowak

In our previous post, we described how we are thinking about planning for next fall. We are also creating some new resources to support users of IM K–12 Math in the fall. Some of this is to address unfinished learning from spring 2020, and other supports are intended to address the potential for distance learning in the upcoming school year. Part of this work is the K–5 unit adaptation packs described in an earlier post. Here is more of what you can look forward to rolling out over the summer.

Continue reading “New IM 6–12 Resources for Addressing Unfinished Learning and Engaging Students in Distance Learning”

Coming Together Around Distance Learning

By William McCallum

I can’t imagine what it must feel like right now to be a teacher facing the uncharted territory that is the coming school year. Will I be teaching 100% online, or have some face-to-face interaction with my students? Will I be teaching synchronously or asynchronously for most of the school year? How will I get to know my students and how will they engage in one another’s ideas? How will I get to know my students’ families? How can I give them manageable guidance to support students this year? Most of all, where can I get help with all these questions?

Continue reading “Coming Together Around Distance Learning”

English Learners and Distance Learning: Compare and Connect

By Vanessa Cerrahoglu, Jennifer Wilson, and Liz Ramirez

We envision creating a world where learners know, use, and enjoy mathematics. Knowing and using math goes beyond calculating and evaluating. We create purposeful opportunities for students to engage in sense-making and use language to negotiate meaning with their peers. This calls for a language-rich environment where there’s space for all students to participate in argumentation and explanation.

What do these conversations look like now that we are no longer sharing physical space together? And how do we support our multilingual students who are gaining proficiency with English?

Continue reading “English Learners and Distance Learning: Compare and Connect”

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