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Mathematical Learning Trajectories - Birth through Age 8

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Mathematical Learning Trajectories - Birth through Age 8

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Mathematical Learning Trajectories - Birth to Age 8 (2023)

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These are helpful to consider across contexts. With your mathematical lens on, you might find objectives 13-14 and 20-23 to be especially useful.

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GOLD Objectives for Development and Learning

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from the Education Development Center (EDC)

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This routine nurtures flexible mathematical thinking (and more!) as there is not one answer.

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Some possibilities for Adaptive Math Explorations/Stations from Tonya...

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Some possibilities for Adaptive Math Explorations/Stations from Tonya...

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Math Workshop - Adaptive Explorations - TG

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Building Thinking Classrooms in Mathematics

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Building Thinking Classrooms in Mathematics

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Peter Liljedahl

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Reviews

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"Building Thinking Classrooms in Mathematics exudes enthusiasm for students, how they think, and how those thoughts coalesce into powerful thinking classrooms. It's also deeply practical, describing how everything from the teacher's questions to the arrangement of the furniture can add to your students' learning."

"I f your students are not the ones doing the thinking in your classroom, then this book is for you!Peter Liljedahl provides concrete advice on each of 14 research-based practices, along with answers to frequently asked questions and suggestions for getting started, which will help you build a classroom where student thinking is the norm."

Peg Smith
University of Pittsburgh

"Research in education that turns right around and informs our practice is invaluable in today's schools and classrooms.Peter uses evidence gathered in mathematics classrooms to directly inform how we make changes to our teaching and learning that enhances learning.This is the essence of evidence-based practice, practice based on evidence from the very classrooms we seek to influence."

"After years of leading lessons in an 'I do, we do, you do' format, I found that my students lacked a productive disposition towards mathematics and would give up on problems easily. I knew something had to change, but what was I going to change in my teaching practice and how was I going to get there? After 10 years of experimenting with different pedagogical approaches, classroom environment setups, and developing my own content knowledge, I realize that this book is the resource that could have helped me expedite the transformation I was after - moving from a classroom of "mimickers" to building a classroom of "thinkers". Save yourself years of experimentation by investing a few hours reading this excellent book. Your students will thank you."

"Building Thinking Classrooms prompts us to reflect on the potential of mathematics classrooms, teachers, and learners. Supported by numerous stories from classrooms, Peter methodically exposes the familiar structures of school mathematics that suppress the potential of learners, then carefully outlines a set of opportunities around which teachers of mathematics can organize a dynamic and responsive classroom."

"This book is timely and provides an accurate portrayal of what is occurring in mathematics classroom across the country. The book is a valuable reflexive tool that teachers can use as they analyze their own teaching practices."

" Peter's work in Building Thinking Classrooms has been the single most impactful (driver for) change in secondary mathematics education that I have witnessed. I have never seen another idea/approach/model capture so many teachers immediately, and make it past the point from learning to actual implementation in almost every classroom or instance that I have witnessed."

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Building Thinking Classrooms in Mathematics, Grades K-12

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Building Thinking Classrooms in Mathematics, Grades K-12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur.

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tonya@tonyagilchrist.com

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from Erikson Institute

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Erikson Institute Early Math Collaborative

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Series: Book Ideas

This series of book ideas encourage using stories to infuse the early years with mathematical learning. From the infant years until they are putting together more advanced numeracy concepts in elementary school, books can be a gateway for early math discussions.

Below find all the resources we have placed in our series titled BOOK IDEAS.

September 28, 2022

Counting books that offer children opportunities to participate bring play into math learning. These books engage children physically, cognitively, and emotionally-making them favorites that children will ask to read again and again.

Free videos.

Free newsletter packed with ideas.

Free professional learning modules.

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Book Ideas | Early Math Collaborative at Erikson Institute

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Book ideas for using stories to infuse the early years with mathematical learning and exploring. From birth to age eight.

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A collection for problems with multiple ways to approach and solve them that nurture higher depths of knowledge and conceptual understanding.

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The name "Open Middle" might sound like a strange name for a website about math problems. However, it references a very specific type of problem we try to encourage here. Most of the problems on this site have:

a "closed beginning" meaning that they all start with the same initial problem.

a "closed end" meaning that they all end with the same answer.

an "open middle" meaning that there are multiple ways to approach and ultimately solve the problem.

Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding. They support the Common Core State Standards and provide students with opportunities for discussing their thinking.

Some additional characteristics of open middle problems include:

They generally have multiple ways of solving them as opposed to a problem where you are told to solve it using a specific method. Example

They may involve optimization such that it is easy to get an answer but more challenging to get the best or optimal answer. Example

They may appear to be simple and procedural in nature but turn out to be more challenging and complex when you start to solve it. Example

They are generally not as complex as a performance task which may require significant background context to complete. Example

We hope you enjoy these problems. Please be sure to send us any ideas for problems we can add.

Thanks!
Co-founders Nanette Johnson and Robert Kaplinsky

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The name "Open Middle" might sound like a strange name for a website about math problems. However, it references a very specific type of problem we try to encourage here. Most of the problems on this site have: a "closed beginning" meaning that they all start with the same initial problem.

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About Teaching Mathematics, Fourth Edition

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About Teaching Mathematics, Fourth Edition

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Marilyn Burns

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About Teaching Mathematics, Fourth Edition

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"About Teaching Mathematics is the most important resource in my teaching library." In the fourth edition of her signature resource, Marilyn Burns presents

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Tweets by Mrs_Gilchrist

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The home of mathematics education in New Zealand.

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A collection of games (and more!) that are simple while also supporting deep thinking and reasoning.

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Students love to play games in math class. So we've curated (and created!) the best math games we know and put them in one place, to make sure that students will be learning math and engaged through play.

These games are notable for their:

1. Student Choice
2. Mathematics is the engine of the game
3. Easy to learn and quick to play - perfect for classroom use

Want more? Check out the Mathematical Games Minicourse. A 115-minute recording with accompanying 45 page booklet of favorite games for pre-K - 2nd grade.

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Students love to play games in math class. So we've curated (and created!) the best math games we know and put them in one place, to make sure that students will be learning math and engaged through play. These games are notable for their: 1. Student Choice 2.

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John Hattie, Vince Bustamante, John Almarode, Douglas Fisher, and Nancy Frey

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John Hattie's latest research on high-impact learning explores the DIIE Model-Diagnosis and Discovery, Intervention, Implementation, and Evaluation.

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Inquiry, Agency, & Responsive Teaching in International Schools

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Inquiry, Agency, & Responsive Teaching in International Schools

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Join this Facebook group to connect with educators around the world as well as to access articles and resources.

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Introduction

Rich mathematical tasks engage students in sense-making through deeper learning that require high levels of thinking, reasoning, and problem solving. The VDOE Rich Mathematical Task Committee, composed of mathematics teacher leaders from across the Commonwealth, created mathematically rich tasks aligned to the 2016 Mathematics Standards of Learning. The committee created task implementation templates prior to administering the tasks in classrooms. For many of the tasks, the committee scored the tasks individually, calibrated their scoring with a team, provided scoring rationales and selected student work to serve as anchor papers. The Virginia Department of Education would like to extend a special thank you to the Rich Mathematical Task Committee, as well as their colleagues who supported this work in their divisions.

Planning for Remote Implementation of Rich Mathematical Tasks

These resources, along with the Planning for Remote Implementation of Rich Mathematical Tasks guidance document, are provided to support teachers in implementing the 2016 Mathematics Standards of Learning in their classrooms. Teachers are encouraged to not only use these tasks with their students, but also to endeavor to implement them with fidelity by utilizing the detailed information provided in the task implementation templates.

Webinars to Support Remote Implementation of Rich Mathematical Tasks

Kindergarten

Building Towers Task

Picking Apples Task

Sharing Cookies Task

Shape Riddles Task

Mixed Blocks Task

Morning Routine Task

Grade 1

Comparing Points Task

Toy Cars Task

Nature Walk Task

Doubles Game Task

Playing with Patterns Task

How Can They Be Equal? Task

Grade 2

Mystery Number Task

Sticker Sets Task

Bracelet Task

Brownie Pans Task

Talking Sticks Task

Coins in Pocket Task

How Many Tables Task

Number of Students Task

Grade 3

Packing Pencils Task

Pizza Party Task

Carnival Prizes Task

Baskets of Apples Task

Money in the Piggy Bank Task

Polygon Puzzles Task

Grade 4

Special Delivery Task

Taco Tuesday Task

Trip Transportation Task

Pouring Paints Task

Lunch at Leonardo's Task

Camping Combinations Task

Exploring Quadrilaterals Task

Equality Possibilities Task

Grade 5

Saving for a Bicycle Task

Room for Shoes Task

Trail Mix Time Task

Bus A or Bus B Task

Angle Design Task

Designing Windows Task

Grade 6

Winning the Game Task

Cookie Topping Task

Smart Shopper Task

Tracking Sharks Task

Designing a Dog Park Task

Pizza Delivery Task

Screen Time Task

Grade 7

Which Microscope Task

The Bake Sale Fundraiser Task

Shipping Box Task

A Walk in the Park Task

Spin, Spin, Spin Task

Summer Passes Task

Gardening Task

Grade 8

The Principal's Dilemma Task

Monster Transformations Task

Longest Path Task

It's Your Lucky Day Task

Peanut Butter Task

How Many Stones Will I Need Task

Algebra I

Shopping Translations Task

Flower Gardens Task

Seesaw Fun Task

Full Parking Lot Task

Radical Rocks Task

The Trampoline PartyTask

Bicycle Savings Task

The Soccer Competition Task

We're Playing Basketball Task

Geometry

Logical Drivers Task

Lines and Tigers and Bears, Oh My! Task

Airshow Task

Take Me Out to the Ball Game Task

Sea Cities Task

Shake, Rattle, and Roll Task

Algebra II

Drone's Best Friend Task

Function of a Ride Task

Animate It Task

Wildfires Task

Algae Attack Task

Blank Task Template

Rich Mathematical Task Rubric

Acknowledgments

The Virginia Department of Education would like to extend a special thank you to the Rich Mathematical Task Committee, as well as their colleagues who supported this work in their divisions.

Candice Barkley, Henrico County Public Schools

Jessica Brown, Gloucester County Public Schools

Kaitlyn Bookbinder, Henrico County Public Schools

April Cooke, Fairfax County Public Schools

Kelly Day, Virginia Beach City Public Schools

Michelle Deloach, Chesterfield County Public Schools

Allison Crisher DePiro, Virginia Beach City Public Schools

Katelyn Devine, Henrico County Public Schools

Jenna Filipowicz, Virginia Beach City Public Schools

Kris Gushue, Prince William County Public Schools

Kelly Halpin, Fairfax County Public Schools

Endia Hatcher, Portsmouth Public Schools

Melanie Jenkins, Gloucester County Public Schools

Jenny Jones, Hanover County Public Schools

Tisha Jones, Portsmouth Public Schools

Leslie Laden, Stafford County Public Schools

Kimberly Lawrence, Hanover County Public Schools

Lynn Meade, Henrico County Public Schools

Kathryn Munson, Chesterfield County Public Schools

Anna Papas, Stafford County Public Schools

Sarah Porter, Suffolk Public Schools

Candice Standley, Culpeper County Public Schools

Donna Snyder, Roanoke City Public Schools

Holly Tate, Alexandria City Public Schools

David VanVleet, Fairfax County Public Schools

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Rich Mathematical Tasks | Virginia Department of Education

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Rich mathematical tasks engage students in sense-making through deeper learning that require high levels of thinking, reasoning, and problem solving. The VDOE Rich Mathematical Task Committee, composed of mathematics teacher leaders from across the Commonwealth, created mathematically rich tasks aligned to the 2016 Mathematics Standards of Learning.

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A collection of visual, creative, and open math tasks

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John Hattie, Douglas Fisher, Nancy Frey, Linda M. Gojak, Sara Delano Moore, and William Mellman

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About the Teachers Featured in the Videos

Chapter 1. Make Learning Visible in Mathematics

Chapter 2. Making Learning Visible Starts With Teacher Clarity

Chapter 3. Mathematical Tasks and Talk That Guide Learning

Chapter 4. Surface Mathematics Learning Made Visible

Chapter 5. Deep Mathematics Learning Made Visible

Chapter 6. Making Mathematics Learning Visible Through Transfer Learning

Chapter 7. Assessment, Feedback, and Meeting the Needs of All Learners

Appendix B. Standards for Mathematical Practice

Appendix C. A Selection of International Mathematical Practice or Process Standards

Appendix D- Eight Effective Mathematics Teaching Practices

Appendix E. Websites to Help Make Mathematics Learning Visible

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Visible Learning for Mathematics, Grades K-12

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About the Teachers Featured in the Videos Chapter 1. Make Learning Visible in Mathematics Chapter 2. Making Learning Visible Starts With Teacher Clarity Chapter 3. Mathematical Tasks and Talk That Guide Learning Chapter 4. Surface Mathematics Learning Made Visible Chapter 5. Deep Mathematics Learning Made Visible Chapter 6.

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This document include resources for rich tasks as well as experiences that could be utilized in adaptive stations/explorations.

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Jo Boaler

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Reverse mathematics trauma and find a universal blueprint for math success

In Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching mathematics education expert and best-selling author Jo Boaler delivers a blueprint to banishing math anxiety and laying a foundation for mathematics success that anyone can build on.

Perfect for students who have been convinced they are naturally "bad at math," the author offers a demonstration of how to turn self-doubt into self-confidence by relying on the "mindset" framework.

Mathematical Mindsets is based on thousands of hours of in-depth study and research into the most effective-and ineffective-ways to teach math to young people. This new edition also includes:

Brand-new research from the last five years that sheds brighter light on how to turn a fear of math into an enthusiastic desire to learn

Developed ideas about ways to bring about equitable grouping in classrooms

New initiatives to bring 21st century mathematics to K-12 classrooms

Mathematical Mindsets is ideal for K-12 math educators. It also belongs on the bookshelves of the parents interested in helping their K-12 children with their math education, as well as school administrators and educators-in-training.

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Mathematical Mindsets: Unleashing Students' Potential through Creative Mathematics, Inspiring Messages and Innovative Teaching (Mindset Mathematics)

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Buy Mathematical Mindsets: Unleashing Students' Potential through Creative Mathematics, Inspiring Messages and Innovative Teaching (Mindset Mathematics): Read Kindle Store Reviews - Amazon.com

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Jennifer Lempp

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Five Steps to Implementing Guided Math, Learning Stations, Reflection, and More

Math Workshop is an essential resource for any teacher, school, or district looking to shift or enhance how math is taught. It includes lesson plan examples and templates that will help you visualize and implement a math workshop model in any classroom.

Math workshop supports student engagement and growth in the math classroom. It is structured around accessible mathematical tasks, open-ended problem solving, small-group instruction, student choice, and time for practicing important concepts throughout the year.

Math Workshop: Five Steps to Implementing Guided Math, Learning Stations, Reflection, and More is an essential resource for any teacher, school, or district looking to shift or enhance how math is taught. It includes lesson plan examples and templates that will help you visualize and implement a math workshop model in any classroom.

Successfully implement the transformational math workshop model of instruction through five accessible, manageable steps:

Step 1: Understand Math Workshop

Step 2: Prepare Your Students for Math Workshop

Step 3: Decide Your Math Workshop Structure

Step 4: Facilitate Your Math Workshop

Step 5: Reflect on and Refine Your Math Workshop

Educators are invited to embrace Math Workshop as their own personal "instructional coach," first exploring what Jennifer Lempp refers to as "three buckets" that need to be in place for a highly successful math workshop:

1. Classroom Arrangement

2. Routines and Procedures

3. Mathematics Community

Guidance for Getting Started with Math Workshop
The resource then offers "Twenty Days to a Classroom Culture That Works," which includes 20 minilessons that support the communication and practice of expectations surrounding the workshop model. From there, it explores three classroom-tested math workshop structures, providing practical ideas for routines, focus lessons, guided math groups, learning stations, and reflections so you can get started with math workshop in your classroom today.
Streaming Video and Reproducibles Included
The streaming video clips invite you inside K-5 classrooms for a seeing-is-believing look at math workshop in action. Seeing clips of actual teachers and students engaged in math workshop is the next best thing to observing the model in a classroom.

Templates, tools, and ideas are included and also available for download.

(click any section below to continue reading)

Contents

Step 1 - Understand Math Workshop
An exploration of what Math Workshop is-and is not Step 2 - Prepare Your Students for Math Workshop
Best practices for establishing a Math Workshop community Step 3 - Decide Your Math Workshop Structure
A focused look at three Math Workshop structures Step 4 - Facilitate Your Math Workshop
A focused look at each of the components in the three Math Workshop structures Step 5 - Reflect on and Refine Your Math Workshop
Additional support

Chapter 1: Math Workshop: What, Why, and When?

Chapter 2: Twenty Days to a Classroom Culture That Works

Chapter 3: Task and Share Structure

Chapter 4: Focus Lesson, Guided Math, and Learning Stations Structure

Chapter 5: Guided Math and Learning Stations Structure

Chapter 6: Number Sense Routine

Chapter 7: Learning Stations

Chapter 8: Guided Math

Chapter 9: Student Reflection

Chapter 10: You're Ready, You're Set, Go!

Chapter 11: Reflecting on Implementation

Chapter 12: Refining Your Practice-FAQs

Reviews

Math Workshopis our school's primary resource for providing allstudents with an opportunity to access mathematical concepts and skills. It helps teachers and students see that math can be fun. It helps build student resilience and confidence in mathematics. And it promotes differentiated instruction, student discourse, and strategy sharing. Look no further than Math-Jason Pannutti, principal, Bren Mar Park Elementary School, Alexandria, Virginia

Regardless of the curriculum you use, Math Workshopcreates a clear vision of how math classrooms can be a space for engaging all children. By using the math workshop model, students' learning is differentiated, students have the opportunity to work with their teacher in small groups, students are provided choice in how they spend their time, and students do math centered around big ideas. So many resources exist related to reading and writing workshop models-I'm excited that there is now one for math!
-Lucy Kersting, math coach, Clark County School District, Las Vegas, Nevada

Math Workshopdrives explicit and differentiated math instruction for all students. The resource clearly lays out five steps for implementing math workshop. The "look-fors" included as reproducibles are easy to follow and a great resource for administrators to use during walk-throughs and teacher observations.
-Amber K. Walters, principal, Nora Elementary School, Indianapolis, Indiana

Math Workshopexpertly blends workshop philosophy with practical ideas, strategies, and structures to engage allstudents in high-quality mathematics learning experiences. The resource brings together all of the components of math workshop and is supported by research-based best practices. This is an essential, "go-to" resource for all teachers of mathematics, coaches, and administrators.
-Melissa Pearson, Supervisor of Mathematics, K-5, West Windsor-Plainsboro Regional School District, West Windsor Township, New Jersey

This resource is the perfect companion text for our district course for teachers who are seeking to implement math workshop. The included structures and components enable teachers to meet students' individual learning needs while empowering students to be more self-directed. As teachers promote collaboration, problem solving, and communication throughout their learner- driven classrooms, Math Workshophelps them take their instructional practice to the next level.
-Sarah Putnam, Director of Teaching and Learning, Arlington Public Schools, Arlington, Virginia

Related PD Services

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Math Workshop by Jennifer Lempp is an essential resource for any teacher, school, or district looking to shift or enhance how math is taught. It includes lesson plan examples and templates that will help you visualize and implement a math workshop model in the classroom.

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Gina Picha

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Some of the most powerful moments in math class come from short, but intentional conversations between teachers and students immersed in a math task. But how do we plan for these conversations? What are the best questions to ask? And how do we honor students' current ideas while also nudging their mathematical thinking forward?

Gina Picha takes on these questions and more in her innovative new book, Conferring in the Math Classroom.In her practical guidebook to conferring, Gina focuses on simple, but transformational ways that teachers can use math conferences to guide their instruction and build strong mathematical communities.

Inside Conferring in the Math Classroom you'll learn how to:

implement effective math conferences that include the three essential elements of (1) listening and observing, 2) naming students' strengths, and 3) encouraging students to share ideas.

select and facilitate the two kinds of math conference--Within the Task and Beyond the Task.

notice and name students' strengths in order to help them develop positive math identities and build on what they already understand.

ask powerful questions to better understand students' thinking and move them forward in their learning.

utilize easy-to-reference If-Then charts organized by grade-level and math topic to help you get started with conferring right away.

Gina's practical and accessible approach to conferring gives teachers the tools to engage in powerful conversations that grow mathematical thinkers and strong classroom communities.

Acknowledgments

Preface

Section I: Math Conferences: What Are They?

Chapter 1: Defining Math Conferences

Chapter 2: The Similarities and Differences Between Math and Literacy Conferences

Chapter 3: Types of Math Conferences

Section II: Effective Questioning: What Types of Questions Elicit Students' Thinking?

Chapter 4: Questioning to Promote Thinking and Understanding

Chapter 5: Selecting Questions for Specific Purposes

Section III Focusing on Strengths and Inviting Conjectures

Chapter 6: Conferring from Students' Strengths

Chapter 7: Nudging Student Thinking and Inviting Conjecture in Beyond the Task Conferences

Section IV Planning for Success: What Should You Consider Before Conferring?

Chapter 8: Building a Math Community that Fosters Positive Math Identities

Chapter 9: Planning for Data Collection and Analysis

Chapter 10: Planning for the Tricky Parts

Appendix A: If-Then Charts

Appendix B: Conferring Scenarios

Appendix C: Conferring Notes Template

References

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Available Fall 2022! In Conferring in the Math Classroom, Gina Picha focuses on simple, yet transformative ways teachers can use math conferences, short conversations between teachers and small groups of students at work, to guide instruction, assess understanding, and build strong math thinkers.

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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William Stixrud and Ned Johnson

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" Instead of trusting kids with choices . . . many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message: Stop. " - NPR New York Times bestselling author of How Children Succeed mean giving up your authority as a parent. In this groundbreaking book they reveal how you can actively help your child to sculpt a brain that is resilient, and ready to take on new challenges.

"This humane, thoughtful book turns the latest brain science into valuable practical advice for parents." -Paul Tough, doesn't The Self-Driven Child offers a combination of cutting-edge brain science, the latest discoveries in behavioral therapy, and case studies drawn from the thousands of kids and teens Bill and Ned have helped over the years to teach you how to set your child on the real road to success. As parents, we can only drive our kids so far. At some point, they will have to take the wheel and map out their own path. But there is a lot you can do before then to help them tackle the road ahead with resilience and imagination.

A few years ago, Bill Stixrud and Ned Johnson started noticing the same problem from different angles: Even high-performing kids were coming to them acutely stressed and lacking motivation. Many complained they had no control over their lives. Some stumbled in high school or hit college and unraveled. Bill is a clinical neuropsychologist who helps kids gripped by anxiety or struggling to learn. Ned is a motivational coach who runs an elite tutoring service. Together they discovered that the best antidote to stress is to give kids more of a sense of control over their lives. But this

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives - Kindle edition by Stixrud, William, Johnson, Ned. Download it once and read it on your Kindle device, PC, phones or tablets.

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Choice Words: How Our Language Affects Children's Learning

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Choice Words: How Our Language Affects Children's Learning

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Peter Johnston

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Throughout this book, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Students learn how to become strategic thinkers, not merely learning the literacy strategies, but adapting them to their lives outside of the classroom.

In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important. This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

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Choice Words: How Our Language Affects Children's Learning

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Amazon.com: Choice Words: How Our Language Affects Children's Learning: 9781571103895: Johnston, Peter H: Books

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Paul Napper and Anthony Rao (2019)

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Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself-reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency gives you the tools to help alleviate anxiety, manage competing demands and help you live your version of success.

Renowned psychology experts Paul Napper and Anthony Rao will help you break through your state of overwhelm by showing you how to access your personal agency with seven empowering principles: control stimuli, associate selectively, move, position yourself as a learner, manage your emotions and beliefs, check your intuition, deliberate and then act.

Featuring stories of people who have successfully applied these principles to improve their lives, The Power of Agency will give you the insights and skills to build your confidence, conquer challenges, and live more authentically.

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms - Kindle edition by Rao, Anthony . Download it once and read it on your Kindle device, PC, phones or tablets.

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Cecilia M. Espinosa and Laura Ascenzi-Moreno

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Dr. Laura Ascenzi-Moreno earned her Ph.D. in Urban Education at the Graduate Center CUNY with a focus on bilingual education. She is currently an associate professor and the bilingual program coordinator at Brooklyn College, City University of New York. Dr. Ascenzi-Moreno's research is focused on the literacy development of emergent bilinguals, the literacy assessment of emergent bilinguals, the development of teacher knowledge, and how these intersect with equity. She is particularly interested in investigating how to shift and reimagine standardized literacy spaces by centering them onf children's multilingual and multimodal practices. Her article, "Translanguaging and Responsive Assessment Adaptations: Emergent Bilingual Readers through the Lens of Possibility," won the National Council of Teachers (NCTE) Language Arts Distinguished Article Award in 2018. Dr. Ascenzi-Moreno's articles can be found in Language Arts, The Reading Teacher, the Journal of Literacy Research, Literacy Research and Instruction, Voices from the Middle, among others.

As an applied researcher, Dr. Ascenzi-Moreno work is deeply connected to the lived experiences of students and teachers. She worked in New York City public school classrooms as a bilingual teacher assistant, a bilingual teacher, a literacy coach, and new teacher mentor. At Brooklyn College, she coordinates the bilingual program and works with pre-service and in-service teachers to support their development as critical practitioners ready to support emergent bilinguals in their classrooms and beyond.

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Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers

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Buy Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers: Read Kindle Store Reviews - Amazon.com

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Danling Fu, Xenia Hadjioannou, and Xiaodi Zhou

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Translanguaging for Emergent Bilinguals is a thorough examination of the development, evolution, and current realities of educating emergent bilinguals in U.S. classrooms. Through engaging vignettes, readers follow the experiences of emergent bilinguals in a variety of monolingual settings, tracing the challenges encountered by both the students and the schools that serve them. The authors argue that the future of emergent bilingual education lies in an inclusive translanguaging pedagogy. By embracing home languages and cultures, this approach nurtures the development of multiple literacies, enabling individuals to thrive academically, socially, linguistically, and intellectually. The text begins by showing how the authors evolved from monolingual language educators to translanguaging educators and ends with concrete takeaways for successfully using this approach in different education settings.

"This book offers an uplifting alternative view of the lives and education of language-minoritized students. The authors present here a practice-based approach to translanguaging for all types of teachers of emergent bilinguals."
-From the Foreword by Ofelia García, The Graduate Center, City University of New York

"A fascinating volume offering practical as well as theoretical insights into translanguaging pedagogy."
-Li Wei, UCL Institute of Education, University College London

"Contributes significantly to our understanding of the nature of translanguaging and its potential to transform the education of emergent bilingual students."
-James Cummins, University of Toronto

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Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series)

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Buy Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series): Read Kindle Store Reviews - Amazon.com

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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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Zaretta Hammond

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The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning

Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

The book includes:

Information on how one's culture programs the brain to process data and affects learning relationships

Ten "key moves" to build students' learner operating systems and prepare them to become independent learners

Prompts for action and valuable self-reflection

With a firm understanding of these techniques and principles, teachers and instructional leaders will confidently reap the benefits of culturally responsive instruction.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

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Engaging in Culturally Relevant Math Tasks

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Engaging in Culturally Relevant Math Tasks

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Lou Edward Matthews, Shelly M. Jones, and Yolanda A. Parker

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Edward L. Deci

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What motivates us as students, employees, and individuals?If you reward your children for doing their homework, they will usually respond by getting it done. But is this the most effective method of motivation? No, says psychologist Edward L. Deci, who challenges traditional thinking and shows th...

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Dr. Susan David

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Emotional Agility: Get Unstuck, Embrace Change, and Thrive in Work and Life

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Emotional Agility: Get Unstuck, Embrace Change, and Thrive in Work and Life - Kindle edition by David, Susan. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Emotional Agility: Get Unstuck, Embrace Change, and Thrive in Work and Life.

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What do you notice? What affirms, extends, and sparks your thinking?

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What do you notice? What affirms, extends, and sparks your thinking?

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What's thriving? What's next? What support might you need?

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What's thriving? What's next? What support might you need?

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AISG Math Champions - Projecting Our Course - TG

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Interwoven and Interdependent Strands of Mathematical Proficiency

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Interwoven and Interdependent Strands of Mathematical Proficiency

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Interwoven Strands of Mathematical Proficiency & Descriptions - TG

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Hit the plus button at the top of this column to post your affirmations, insights, and questions below.

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Try this rich math task. What do you notice? What kinds of thinking did you have to do?

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Try this rich math task. What do you notice? What kinds of thinking did you have to do?

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Create a Castle - G1 3D Shapes - Chinese Translanguaging - TG

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A Guide to Evaluating and Adapting Tasks...

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A Guide to Evaluating and Adapting Tasks...

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Coaching to Nurture Productive Struggle and Agentic Thinking in Math

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Coaching to Nurture Productive Struggle and Agentic Thinking in Math

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Warm Demander Stance - Hammond and Kleinfeld - TG

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from the IB PYP (2018)

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Gots: What resonated the most? What will you carry with you?

Wants: What would you find most helpful to explore and LIVE together IN PERSON?! 🎉🎉

Hit the plus button at the top of this column to share your gots and wants below.

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Sweep in for the kids who don't know it, and the ones that do, allowing them to keep going.

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Everyone has an access point to solving the problem.

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Affirm: just in time - not a pre-assessment, but giving the challenge and then being there for the key concepts they need. (Spiral)

Spark: real-world connections, can see it and touch it.

how can the whole classroom support the child that needs to be right?

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GOTS: sticky learning, not about having more time, but rather more intentions, just in time, not just in case. Wide spacing with word problems.

WANTS: are my activities and tasks intentional? Am I just in time? or just in case?

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Gots: White spaces between each part of the word problem, asking open-ended questions, open-ended problems.

Wants: More knowledge on how to use the vertical whiteboards effectively.

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Gots: LOVE the book recommendations! and the quotes of course, so applicable and reinforces everything we do

Also, Love that the example of 'witch on the broom' word problem of how you did not make the word problem easier for the multilingual learner, just reformatted and added supports. Ties in with the warm demander stance and believing in the learner to tackle tough problems.

Want: How do we encourage students to ask focus questions instead of funnel questions to eachother?

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Gots

the brain that does the work is the brain that does the learning

how you spend your days is how you live your life

the warm demander

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Nurturing Productive Struggle (and More!)

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Nurturing Productive Struggle (and More!)

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Dialogic Conversation - Engage, Repeat, Expand

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Dialogic Conversation - Engage, Repeat, Expand

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Math Workshop - Self-monitoring & Reflection - Lempp - TG

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An excellent series from Corwin

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These ready-to-implement, engaging tasks connect skills, concepts and practices, while encouraging students to reason, problem-solve, discuss, explore multiple solution pathways, connect multiple representations, and justify their thinking. They help students monitor their own thinking and connect the mathematics they know to new situations. In other words, these tasks allow students to truly do mathematics!

With a focus on access and equity, productive struggle, alternate learning environments, and strengths spotting, each task:

Gives a short description of the mathematical idea that will be tackled as well as extensive preparation and launch notes

Calls out the Mathematics Standards, Mathematical Practices, and Important Vocabulary highlighted in the task

Includes a list of the necessary materials needed to complete it

Provides extensive facilitation notes to support educators in guiding the implementation of the task-lesson

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These ready-to-implement, engaging tasks connect skills, concepts and practices, while encouraging students to reason, problem-solve, discuss, explore multiple solution pathways, connect multiple representations, and justify their thinking. They help students monitor their own thinking and connect the mathematics they know to new situations. In other words, these tasks allow students to truly do mathematics!

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A Collection of Routines from Illustrative Mathematics

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A Collection of Routines from Illustrative Mathematics

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A Family Guide from Illustrative Mathematics

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A Family Guide from Illustrative Mathematics

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This can give you support you share and communicate with parents and caregivers. In addition, it can be a great way to "define terms" and create a shared understanding of the routine with each other as teaching teams, too.

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Family Guide to Illustrative Maths Routines - KG-G5 (2020)

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This document include resources for rich tasks as well as experiences that could be utilized in adaptive stations/explorations.

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A Collection of Explorations/Stations from Illustrative Mathematics

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A Collection of Explorations/Stations from Illustrative Mathematics

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Upon finding an exploration/station you'd like to examine further, you'll need to visit the corresponding grade level unit on the Illustrative Mathematics website. (You might need to create a free account. 🙂)

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[General] IM K-5 Math Centers Navigation Tool

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It was so powerful to watch Tonya in action and then meet with her and she came back to watch me, so maybe we can do this as a team level. Seeing her in action is an important piece.

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It would be great for the whole team to watch a lesson that Tonya demonstrates.

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Having multiple sessions over the school year to revisit inquiry rich math and reflect

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Get teachers beforehand to fill out a form regarding their feelings about the upcoming math workshop PD. Worries, Need to know, stance, etc.

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I think it is important in this community that caregivers are informed of, and on board with (if possible), how we teach math at AISG. I think transparency is an important aspect of building the home/school connection.

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Are Parent Coffees enough? Perhaps invite parents in to engage in adaptive math tasks with their children to encourage buy in?

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What are some strategies to make sure we are meeting all learners' needs?

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As a grade team come up with a math goal and together Tonya works with each grade level team, like a PYP meeting, and then we watch in action.

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Perhaps some tasks need to be completed before Tonya visits?

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As our learning partners in the classroom, having some time set aside to support our EA community

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Help promote more vertical alignment so we can avoid gaps / overlaps

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Keep sharing all the goodies please.

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Inviting families in to be co-inquirers with learners. Allowing them to come in and see how we live it, while living it and collaborating with learners.