Tag: Access

English Learners and Distance Learning: Enhancing Access

By Liz Ramirez

Which students are experiencing success in today’s “distance learning”? What barriers do other students face?

While virtual learning platforms have made it possible for some live instruction to continue during school closures, this type of learning environment presents additional challenges for students who are learning English. Many of the language supports and resources that students rely on in the classroom are no longer accessible, including subtle ones like teacher gestures, word walls, and turning to a partner for clarification. Now…?

How do we support English learners in a virtual learning environment?

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The Art of Reflection

“In times of stress, the best thing we can do for each other is to listen with our ears and our hearts and to be assured that our questions are just as important as our answers.” —Mr. (Fred) Rogers

By Kaneka Turner

We are never more “on” than when we are teaching a lesson. All of our senses are heightened and all of our energy is focused on understanding students and being understood by the students we are teaching. Often times, it is not until the lesson is over that we have the mental space to look back over the student work samples and anecdotal notes, or replay scenes from the lesson in our minds to gain insight. I was reminded of this recently when I was invited to test out new problem-solving structures from IM K–5 Math’s Grade 4 Unit 8 in my colleague’s classroom.

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Using Instructional Routines to Inspire Deep Thinking

We want students to think about math deeply. Creatively. Analytically. Instead, what often happens is that students race towards quick solutions. So what can we do to support this other kind of thinking in class—the slow, deep kind?

By Jenna Laib

One way is through instructional routines like “Which One Doesn’t Belong” and “Notice and Wonder.” These routines give structure to time and interactions. Within the structure, there are opportunities to have time to think deeply and a predictable way to share and deepen thinking with partners and the whole class. 

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Updates to Supports for Students with Disabilities and English Language Learners in IM 6–8 Math

At Illustrative Mathematics we are committed to creating a world where learners know, use, and enjoy mathematics. We believe that every student can learn grade-level mathematics with the right opportunities and support. Our approach is to remove unnecessary barriers and provide teachers with options for additional support so that every student can engage in rigorous mathematical content. We’ve been busy this year working on some exciting enhancements to the teacher tools and supports to empower teachers to deliver instruction that meets the specialized needs of English learners and students with disabilities.

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Extra Supports for Algebra 1: The Gateway Resources

By Sadie Estrella

Illustrative Mathematics’ high school curriculum is scheduled to be released this summer. This is an exciting time for Algebra 1, Geometry, and Algebra 2 teachers. I honestly am ready to take a job at a school just to have the opportunity to teach with this material (and everyone knows I am always dreaming of being back in the classroom). However, I want to bring light to a hidden gem I think not too many people are aware of that is also part of our high school materials.

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