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8:30 – 10:00am: Grades 6-8

10:05 – 10:35am: Building Leaders

10:40 – 12:10pm: Grades 3-5

12:15 – 12:45pm: Lunch break for consultant

12:45 – 2:15pm: Grades K-2

2:30 – 4:00pm: Office Hours (including time for feedback)

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Teacher to Teacher Tips (from Into Math)

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Teacher to Teacher Tips (from Into Math)

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Connect Multiple Representations to Deepen Understanding

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Connect Multiple Representations to Deepen Understanding

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Respectfully challenging the solutions and strategies of peers.

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Using teacher and peer feedback to deepen their understanding and try new strategies.

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Speaking up about their way of solving the problem.

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Selecting their own representations for the problem.

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Seeking multiple ways to solve a problem.

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Applying prior or real-world knowledge to make sense of the problem.

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Volunteering to help others get unstuck.

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Self-selecting representations, tools, and manipulatives to use during problem-solving.

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Exchanging ideas and justifying their thinking with peers.

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Asking questions that guide thinking instead of questions that seek an “answer."

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Making connections among mathematical understandings or past problems to solve a current problem.

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Asking the teacher whether they can do more than the problem asks.

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Engaging in self-talk about what the problem is asking or why it works.

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1. Identify 1–2 behaviors you’d like to support your students develop.
2. Add your initial action steps for yourself to make those behaviors happen (use the comment feature for the behavior(s) you selected).

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Session Code:  395920
Instructor: Katie Talbot

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Session Code:  395920
Subject:  Math
Program: Math Solutions

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“Mathematics is inherently an inquisitive discipline. The subject develops because as soon as a mathematician has answered one question, he or she is very likely to think of others. Without questions, there would be no mathematics, and unless students learn to ask questions, they cannot operate as mathematicians” (Foster, 2011).

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“The questions students choose to pose give insight into what they know and what they see as mathematically significant, and so they can be a useful indicator to the teacher of students’ progress” (Maskill and de Jesus, 1997).

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Engaging students in the discussion around the math is proven to impact student achievement (Hattie .82 effect size).

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When students generate the questions before a problem-solving experience, they become engaged owners of the upcoming investigation.

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Students Doing the Thinking and Questioning

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Students Doing the Thinking and Questioning

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Collaboration with fellow learners increases motivation and helps students take responsibility for their own and their peers’ learning.

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As students support one another through collaborative and cooperative activities, students improve their achievement, persistence, and attitudes.

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Students benefit from interacting with peers regarding mathematics, mathematical problems, and their strategies and solutions, especially when the teacher builds expectations that students should help one another understand math concepts or procedures.

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"Students need to try new strategies and seek input from others when they’re stuck. They need this repertoire of approaches—not just sheer effort—to learn and improve" (Dweck, 2015).

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Birth date 11th - 20th

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January - April Birthdays

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Birth date 21st - 31st

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Birth date 1st - 10th

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September - December Birthdays

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May - August Birthdays