By Lorie Banks
Trying to plan for the 2020–2021 school year has been like trying to fly the airplane while building the wings.
Continue reading “Using IM’s Distance Learning Resources to Create a Hybrid Learning Plan”
by Sarah Caban and Kristin Gray
Teachers are so amazing and resilient. Amid all of the many thoughts and feelings about the challenges this school year brings, conversation continually revolves around their students.
When discussing instruction, teachers wonder:
by Janaki Nagarajan
How can we best do mathematics together in an online environment?
When school suddenly shifted online last spring, I found myself overwhelmed by the learning curve for new technologies—for both myself and my students. I knew that I wanted to maintain a space centered on students’ collective thinking and understanding.
Continue reading “Facilitating the “Choral Counting” Routine Online”
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 during distance learning?
Continue reading “English Learners and Distance Learning: Math Language Routines”
by David Petersen and Kate Nowak
In our previous post, we described how we are thinking about planning for next fall. We are also creating some new resources to support users of IM K–12 Math in the fall. Some of this is to address unfinished learning from spring 2020, and other supports are intended to address the potential for distance learning in the upcoming school year. Part of this work is the K–5 unit adaptation packs described in an earlier post. Here is more of what you can look forward to rolling out over the summer.
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?
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?
Continue reading “English Learners and Distance Learning: Compare and Connect”
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”
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.
Continue reading “English Learners and Distance Learning: Clarify, Critique, Correct”
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?
Continue reading “English Learners and Distance Learning: Enhancing Access”
