by Kristin Gray | Jul 23, 2019 | Grades 3–5, Grades K–2, Professional Learning
“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”? Maya Angelou By Kristin Gray When I think back to my 8th grade math class, I cannot recall the exact problems I...
by Max Ray-Riek | Jul 18, 2019 | Grades 6–8, Grades 9–12, Professional Learning
This blog post is the third in a series of four blog posts exploring the student experience of problem-based learning. The first two posts are available here: “How Do Students Perceive Problem-Based Learning?” and “Inviting Students to the Mathematics.” By Max...
by Max Ray-Riek | Jul 8, 2019 | Professional Learning
How do we invite students to the mathematics, and explicitly signal to kids that they have ideas that matter in math class? By Max Ray-Riek In this series of blog posts, the first of which is available here, we’re exploring how, in order to be successful in a...
by Max Ray-Riek | Jun 24, 2019 | Professional Learning
Does problem-based learning mean students need to forget everything they knew about how to act in math class? By Max Ray-Riek As a teacher, and then as a coach and teacher-educator, I’ve been thinking for a long time about the shifts teachers need to make when using a...
by William McCallum | Jun 17, 2019 | Grades 3–5, Grades 6–8, Grades 9–12, Grades K–2, Professional Learning
By William McCallum In my first post on the topic of realizing the promise of open educational resources, I described the IM Certified program. Our partners offer multiple versions, including a free online version and enhanced versions with different options for...
by Linda Richard | May 13, 2019 | Grades 9–12, Professional Learning
By Linda Richard, Curriculum Writer I used to teach my high school students a catchy song to memorize the distance formula. We all had fun goofily singing this song. My students hummed it to themselves during tests and successfully calculated distances. I was pleased...
