How do you get ready for a new school year? There is a lot to do, physically and emotionally.
We hope you start the 2022–23 school year feeling rested, rejuvenated, and prepared. To support you, we have curated a collection of back-to-school blog posts. These posts are organized around 5 topics: building classroom community, problem-based learning, lesson planning (K–5 and 6–12), instructional routines, and access for all.
Start with one that sparks your curiosity. The post might anchor your thinking, affirm some of your beliefs and practices, raise new ideas, or have you question prior practices. After you finish reading, you might want to extend the conversation with a colleague from your school or within an online community. And you might want to check out another one! Our full archive of blog posts is available on illustrativemathematics.blog
Building Classroom Community
What do you want your classroom community to look like? Feel like? Establishing norms helps teachers cultivate a community of learners where making thinking visible is both expected and valued. How do you want to start the year?
- Helping Elementary Students Cultivate a Strong Math Community
By Latoya Byrd and Jenna Laib - Building a Mathematical Classroom Community (6–8)
By Kristin Gray, Jenna Laib, and Sarah Caban - Co-Creating Classroom Norms with Students
By Anna Polsgrove, Brooke Braga, and Marcela Aguila - Explicit Classroom Norms to Teach Kids How to Learn from Problem Solving
By Max Ray-Riek
Problem-Based Learning
Problem-based instruction means believing all students can solve problems on their own, and giving them a chance to try. All IM curricula, K–12, are designed to support this. What might this look like?
- What Is Problem-Based Instruction?
By William McCallum - How Do Students Perceive Problem-Based Learning
By Max Ray-Riek - K–5 Curriculum Design Features that Support Equity and Inclusion
By Dionne Aminata - Two Recommendations to Elevate Instruction
By Kate Nowak
Lesson Planning
Let’s dig into lesson planning! Where do you start? What are some important things to keep in mind?
K–5
- First Impressions: The First Units in IM K–5 Math
by Kristin Gray - Story of Grades K–5 eBook
By the IM K-5 Math Team - Making IM Centers Work: Joyful Practice, Meaningful Fluency, and Authentic Assessment
By Maureen O’Connell - The Art of Reflection
By Kaneka Turner
6–12
- How Do You Start the Year?
By Ashli Black - Planning Lessons for a Block Schedule
By Jennifer Wilson and Vanessa Cerrahoglu - Empowering Students with the Geometry Reference Chart
By Tina Cardone - Using IM Algebra 1 Extra Supports to Address Unfinished Learning
By IM Professional Learning Team
Instructional Routines
Instructional Routines have a predictable structure and flow so that students and teachers can focus on the content. They are designed to invite all students to engage in the mathematics of each lesson. Here are a few examples:
- What Is an Instructional Routine?
By William McCallum and Kate Nowak - The Power of Noticing and Wondering
By Greta Anderson - Using Instructional Routines to Inspire Deep Thinking
By Jenna Laib - The 5 Practices in a Lesson Framework: Explicit Planning vs Explicit Teaching
By Kristin Gray
Access for All
All students, each with unique knowledge and needs, enter the mathematics learning community as capable learners of meaningful mathematics. How can educators leverage student strengths to support all students in learning grade-level mathematics?
- Supporting Culturally Responsive Pedagogy with IM K–5
By Dionne Aminata - Making Sense of Story Problems
By Deborah Peart - What Does IM Think About Unfinished Learning and Supporting Students with a Variety of Entry Points? (Grades 6–12)
By the IM Team - Unlocking Learners’ Thinking Using the Mathematical Language Routines
By Cheryl Fricchione and Rachel Rundstrom - Equitable Teaching Practices in IM K–12 Math
By Tina Cardone - Differentiated Instruction in IM 6–12 Math
By Max Ray-Riek
Next Steps
Which post—or posts!—do you want to explore first?
After reading, you might want to think about:
- How did it help you build on, change, or shape your thinking about math teaching and learning?
- How can you continue this conversation?
- What do you want to explore next?
