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English Learners and Distance Learning: Co-Craft Questions

English Learners and Distance Learning: Co-Craft Questions

by Jennifer Wilson and 1 more | Jun 15, 2020 | Grades 3–5, Grades 6–8, Grades 9–12, Professional Learning

By 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...
The 5 Practices: Looking at Differentiation Through a New Lens

The 5 Practices: Looking at Differentiation Through a New Lens

by Catherine Castillo | Nov 21, 2019 | Grades 6–8

By Catherine Castillo Our district had seen a downhill trend in standardized test scores in mathematics. This forced us, as educators, to take an intentional look at our teaching practices. The past few years have been an exciting time in math instruction. Research on...
Using Instructional Routines to Inspire Deep Thinking

Using Instructional Routines to Inspire Deep Thinking

by Jenna Laib | Oct 13, 2019 | Grades 3–5, Grades 6–8, Grades K–2

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...
Co-Creating Classroom Norms with Students

Co-Creating Classroom Norms with Students

by Anna Polsgrove and 2 more | Aug 2, 2019 | Grades 6–8, Grades 9–12

Establishing norms is critical to creating an environment where all students see themselves as knowers and doers of mathematics. Reflecting on the Illustrative Mathematics mission statement, Creating a world where learners know, use, and enjoy mathematics, how can we...
Explicit Classroom Norms to Teach Kids How to Learn From Solving Problems

Explicit Classroom Norms to Teach Kids How to Learn From Solving Problems

by Max Ray-Riek | Jul 29, 2019 | Grades 6–8, Grades 9–12, Professional Learning

This blog post is the fourth in a series of four blog posts exploring the student experience of problem-based learning. The first three posts are available here: (1) “How Do Students Perceive Problem-Based Learning?” (2) “Inviting Students to the Mathematics” (3)...
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