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?

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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?

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English Learners and Distance Learning: Co-Craft Questions

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 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: Co-Craft Questions”

English Learners and Distance Learning: Clarify, Critique, Correct

By Jennifer Wilson and Liz Ramirez

We want to acknowledge that we are all in different situations that shape how we respond to the call to adapt our teaching to fit a model for distance learning. This impacts the access we have to our students for the remainder of the school year.

Our hope is that we find the grace to give each other space to make sense of how we will cultivate agency, mathematical understanding, and language in these times.

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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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Thoughts on the Back-to-School Problem

By William McCallum

One of the consolations in these difficult times has been tweets and Youtube videos of parents discovering just what it takes to be a teacher. Maybe it takes a crisis like this to restore the respect that teachers deserve. There is no doubt that when schools reopen teachers will face a formidable back-to-school problem: entire classes of students returning with months of lost learning from the previous year. And there is no doubt in my mind that teachers are up to this challenge. They have always had to face this problem on a small scale; hopeful parents will be looking up to them to solve it for all. 

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Planning for Learning in Spring of 2020

Some schools are sending home printed packets and establishing teacher office hours by phone. Some are conducting their regular class schedule, but online. And lots are doing something in between. We understand that it is very challenging to translate IM curricula to remote learning. It is structured around discourse between people in the same room, after all. The goal of this post is to help with a small piece of the puzzle of how to translate IM curricula for remote learning: prioritizing some topics and activities over others. 

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