Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
Beyond State Assessments: Start Building Lifelong Math LearnersDreamBox Learning
Maury County School District is changing the way teachers teach and learners learn with a new systematic approach to affect student success. In this webinar, Chris Marczak, superintendent of schools, shares how his district developed and implemented seven community-developed district-wide keys to effectively prepare students for college and career readiness. These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration. Topics of discussion include:
Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness
Scaling implementation of programs to assess student growth and close math learning gaps
Building teacher capacity through TRUE professional learning communities and collaborative internal support systems
Leading a district-wide mindset shift toward ensuring lifelong learning for both adults and students
All school and district-based leaders, and K-12 educators are invited to attend. Marczak will field questions from participants throughout this live, interactive webinar.
Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...DreamBox Learning
Successful districts are closing learning gaps by identifying and scaling personalized math intervention programs. But what are the conditions and processes that districts should put in place to effectively develop and implement personalized intervention plans?
In this webinar, Debbie Thompson, math curriculum and instructional design, Wichita Public Schools, shares a step-by-step framework for designing and implementing district-wide personalized intervention programs.
The Next Generation of Differentiation: The Path to More Powerful Personaliza...DreamBox Learning
As education continues to change, so does our definition of differentiation. In this edWebinar, Madeline Ahearn, Curriculum Administrator in Eugene School District 4J in Oregon, and Kelly Urlacher, Senior Curriculum Designer at DreamBox Learning, explore how personalization has evolved in her district and how new innovative technologies have supported increased opportunities to personalize learning.
Empowering Teacher Agency: How Data-Driven PD Models are Improving K-5 Math A...DreamBox Learning
Just as teachers struggle to find time and resources that support differentiation and personalization for every student in math class, administrators struggle to provide differentiated professional learning options for teachers that are relevant to their classroom and easily accessible.
To improve elementary student achievement in math, district administrators must explore innovative approaches to professional development that improve teachers’ understanding of mathematics concepts. In this webinar, Dr. Tim Hudson, VP of Learning at DreamBox Learning shared how to:
Adopt a new model of online professional learning that empowers teachers to use real-time student data to access “just in time” professional learning resources that are specific to their students and classrooms.
Implement best practices for driving teacher agency in PD, such as empowering teachers to use data to choose PD topics that address the real challenges in their classrooms.
Ensure equitable learning outcomes for all students in mathematics by also ensuring equitable professional learning outcomes for all mathematics teachers.
Math Mindset Comes First: Closing the Achievement GapDreamBox Learning
Students who are behind in math may suffer from “failure fatigue.” Symptoms may include feeling of nausea when math class approaches, “answer getting,” and feelings of frustration with no cure. To relieve the symptoms, we must first treat the cause – a fixed mindset where students believe that they are bad at math and will never get it. In this EdWeb webinar, Leland Kriegh explored the reasons why we need to focus on building a math mindset within each student before we focus on specific skills. He also shared five resources to help you develop your students’ math mindset and how you can foster this in the math classroom and outside-the-classroom programs. This webinar will benefit all K-12 math educators, especially those teaching in K-8; and administrators, including principals, assistant principals, superintendents, district administrators, and curriculum directors.
Leading, Implementing, and Sustaining Innovations in Personalized LearningDreamBox Learning
As leaders continue innovating to improve the achievement and life-long success of all students, many are working to make schools and classrooms more personalized and responsive for students. To design, implement, and sustain learning environments that ensure a more relevant and personal experience for learners, there are several key factors that school leaders must consider. How can leaders support the collaborative development of effective personalized learning models?
In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shares ideas to help leaders create and sustain innovations that benefit students, teachers, parents, and school culture.
Topics include:
Mission and Vision: What are our schools and programs “in business” to accomplish?
Effort with Impact: How can data drive ongoing improvement in student achievement and personalized learning models?
Pedagogy and Technology: When does technology appropriately support personalized learning in pedagogically sound ways?
All K-12 educators and administrators interested in school improvement, personalized learning, and data-informed decision-making will benefit from this recorded webinar.
Personalized Learning in Project-Based Math ClassroomsDreamBox Learning
There is an emerging opportunity to boost student achievement and improve working for teachers here in the U.S.—and a huge opportunity to expand access to quality learning to every young person on earth. The opportunity is to make learning more compelling, customized, connected, and competency-based. Combining personalized and project-based learning creates an environment that supports both individual growth and passion in meaningful ways. For mathematics this means simultaneously creating an environment where students build conceptual understanding and also develop the skills they need to be successful problem solvers. Tom Vander Ark, CEO of Getting Smart, and moderator David Woods, director of curriculum development at DreamBox Learning, dive into the implications for mathematics in project-based learning.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
Beyond State Assessments: Start Building Lifelong Math LearnersDreamBox Learning
Maury County School District is changing the way teachers teach and learners learn with a new systematic approach to affect student success. In this webinar, Chris Marczak, superintendent of schools, shares how his district developed and implemented seven community-developed district-wide keys to effectively prepare students for college and career readiness. These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration. Topics of discussion include:
Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness
Scaling implementation of programs to assess student growth and close math learning gaps
Building teacher capacity through TRUE professional learning communities and collaborative internal support systems
Leading a district-wide mindset shift toward ensuring lifelong learning for both adults and students
All school and district-based leaders, and K-12 educators are invited to attend. Marczak will field questions from participants throughout this live, interactive webinar.
Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...DreamBox Learning
Successful districts are closing learning gaps by identifying and scaling personalized math intervention programs. But what are the conditions and processes that districts should put in place to effectively develop and implement personalized intervention plans?
In this webinar, Debbie Thompson, math curriculum and instructional design, Wichita Public Schools, shares a step-by-step framework for designing and implementing district-wide personalized intervention programs.
The Next Generation of Differentiation: The Path to More Powerful Personaliza...DreamBox Learning
As education continues to change, so does our definition of differentiation. In this edWebinar, Madeline Ahearn, Curriculum Administrator in Eugene School District 4J in Oregon, and Kelly Urlacher, Senior Curriculum Designer at DreamBox Learning, explore how personalization has evolved in her district and how new innovative technologies have supported increased opportunities to personalize learning.
Empowering Teacher Agency: How Data-Driven PD Models are Improving K-5 Math A...DreamBox Learning
Just as teachers struggle to find time and resources that support differentiation and personalization for every student in math class, administrators struggle to provide differentiated professional learning options for teachers that are relevant to their classroom and easily accessible.
To improve elementary student achievement in math, district administrators must explore innovative approaches to professional development that improve teachers’ understanding of mathematics concepts. In this webinar, Dr. Tim Hudson, VP of Learning at DreamBox Learning shared how to:
Adopt a new model of online professional learning that empowers teachers to use real-time student data to access “just in time” professional learning resources that are specific to their students and classrooms.
Implement best practices for driving teacher agency in PD, such as empowering teachers to use data to choose PD topics that address the real challenges in their classrooms.
Ensure equitable learning outcomes for all students in mathematics by also ensuring equitable professional learning outcomes for all mathematics teachers.
Math Mindset Comes First: Closing the Achievement GapDreamBox Learning
Students who are behind in math may suffer from “failure fatigue.” Symptoms may include feeling of nausea when math class approaches, “answer getting,” and feelings of frustration with no cure. To relieve the symptoms, we must first treat the cause – a fixed mindset where students believe that they are bad at math and will never get it. In this EdWeb webinar, Leland Kriegh explored the reasons why we need to focus on building a math mindset within each student before we focus on specific skills. He also shared five resources to help you develop your students’ math mindset and how you can foster this in the math classroom and outside-the-classroom programs. This webinar will benefit all K-12 math educators, especially those teaching in K-8; and administrators, including principals, assistant principals, superintendents, district administrators, and curriculum directors.
Leading, Implementing, and Sustaining Innovations in Personalized LearningDreamBox Learning
As leaders continue innovating to improve the achievement and life-long success of all students, many are working to make schools and classrooms more personalized and responsive for students. To design, implement, and sustain learning environments that ensure a more relevant and personal experience for learners, there are several key factors that school leaders must consider. How can leaders support the collaborative development of effective personalized learning models?
In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shares ideas to help leaders create and sustain innovations that benefit students, teachers, parents, and school culture.
Topics include:
Mission and Vision: What are our schools and programs “in business” to accomplish?
Effort with Impact: How can data drive ongoing improvement in student achievement and personalized learning models?
Pedagogy and Technology: When does technology appropriately support personalized learning in pedagogically sound ways?
All K-12 educators and administrators interested in school improvement, personalized learning, and data-informed decision-making will benefit from this recorded webinar.
Personalized Learning in Project-Based Math ClassroomsDreamBox Learning
There is an emerging opportunity to boost student achievement and improve working for teachers here in the U.S.—and a huge opportunity to expand access to quality learning to every young person on earth. The opportunity is to make learning more compelling, customized, connected, and competency-based. Combining personalized and project-based learning creates an environment that supports both individual growth and passion in meaningful ways. For mathematics this means simultaneously creating an environment where students build conceptual understanding and also develop the skills they need to be successful problem solvers. Tom Vander Ark, CEO of Getting Smart, and moderator David Woods, director of curriculum development at DreamBox Learning, dive into the implications for mathematics in project-based learning.
Whether you’re already familiar with DreamBox Learning or you’re just hearing about us for the first time, you see how DreamBox does math differently. DreamBox’s Kate Hodgins, Sr. Product Marketing Manager, moderates and Sara Varney, a former teacher and DreamBox champion, hosted this live demonstration of our product and overview of how DreamBox is the only adaptive math software that delivers research-based results for student success and educator empowerment.
Ten years ago there were no educational products available for K-12 Math that were truly adaptive. Now just about everyone claims to be adaptive in some way. But what does it mean to be “adaptive”? How do these products work? And how do you evaluate which best fits your needs?
In this presentation, Nigel Green, Vice President of User Experience at DreamBox Learning, discusses the evolving definition of adaptive learning and it's application in varying technologies and approaches, including: how different student actions and behaviors can inform an adaptive engine, how adaptive learning programs can be integrated into your blended learning models, and some of the possible futures of adaptive learning.
Tracking Progress for Tier 2 Students in Response to Intervention (RTI)DreamBox Learning
Successful schools and districts are increasing student achievement by implementing dynamic Response to Intervention (RTI) plans. But, what makes successful RTI programs stand out from less successful ones? How do educators know whether intervention is actually working for their struggling students?
In this webinar, Thera Pearce, Director of Professional Development and Implementation at DreamBox Learning, shared a framework and tools for how schools and districts can implement a more effective RTI program, including:
-A process for using data to identify targeted areas of improvement and support for Tier 2 RTI Students
-How to use data to differentiate instruction in the classroom
-Effective ways to monitor and measure ongoing progress of your RTI students
Building the Excellence Mindset Webinar with John WinkDreamBox Learning
Excellence is not a goal or even a result. It is within every student and every teacher, and the job of a leader is to create the conditions where the adults in the building work collaboratively to pull the excellence out of every student and every adult in the building. In this webinar, superintendent John Wink shared what it takes to build a growth mindset. He explored a range of strategies to use to cultivate the excellence mindset at your school, including:
Changing our language
Embracing the power in making mistakes
Teaching tenacity
Promoting perseverance
Empowering teachers to take calculated risks and chase growth
Learn how to provide targeted supports to help your teachers become excellent teachers. This webinar is designed for district and building administrators, teacher leaders, instructional coaches, and educators.
Finding What Works in Learning: Simple Ways to Analyze Education Research Stu...DreamBox Learning
Dr. Tim Hudson, VP of Learning at DreamBox Learning, and Dr. Gina Burkhardt, former EVP at the American Institutes for Research (AIR), will help you more easily analyze research, ask probing questions, and access the fine print of a research study.
They’ll equip you to meaningfully and successfully review educational research about curricular programs right away, including:
1) Eight key questions to guide analysis of the “fine print” of a research study
2) Using a simple rubric to quickly analyze the quality of any research study
3) Ideas for conducting research in your own classroom, school, or district
This is the ppt for a webinar during which online math courses were demonstrated and online math teachers discussed best practices and strategies for teaching math online.
http://retapedia.pbworks.com/Teaching-Online-Math
Integrating Technology to Increase Student Engagement and Accelerate Math Lea...DreamBox Learning
Blended learning environments are enabling schools and districts to personalize learning for their students on a scale never before possible by integrating technology into their classrooms to complement face-to-face instruction, particularly in mathematics.
Attend this web seminar to learn successful approaches for implementing this technique, including strategies, tips for modeling blended learning for elementary mathematics, and results other educators have seen firsthand, including comparisons of student growth with the amount of time digital tools are used in each classroom.
With every new iteration of technology, we create generations of students whose primary media "language" for learning and interacting with the world is different than the generation before it. In the last five years, technologies like online homework, free online videos, personalized learning software, mobile devices, learning analytics, high-quality digital math games, computational knowledge engines have been chipping away at the corners of education and traditional teaching. Technology-enhanced learning is here to stay and it will alter the face of education, like it or not. This is a guide to navigating and thriving in this new world.
Personalized and Adaptive Math Learning: Recent Research and What It Means fo...DreamBox Learning
At a time when many schools are choosing to use adaptive math learning programs to support personalized learning approaches, it’s essential that educators focus on collecting and reviewing evidence about the impact these programs have on student understanding and achievement in mathematics. In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared the latest research of adaptive math programs. He discussed recent research findings and the methodological considerations that are used for studying the impact of these programs.
Do you have questions about how to best implement WIDA’s ELD Standards in your school? Would you like to hear how WIDA assessments and standards have been put into use in other districts? This presentation will share the results of research stemming from interviews with twelve different districts across the state.
Small Signposts: Small Practices that Make a Big Impact for Instructors and S...D2L Barry
Small Signposts: Small Practices that Make a Big Impact for Instructors and Students (2pm–2:20pm ET)
Presenter: Pam Whitehouse, Tennessee Board of Regents
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
Expand Your Toolkit: Teacher Strategies for Deeper Math LearningDreamBox Learning
The road to conceptual understanding in mathematics is difficult. Through this journey, our students are required to demonstrate this understanding at every step. With the integration of technology in the classroom, blended learning can support student growth and understanding in math.
Of course, preparing students to model math concepts is problematic if teachers are struggling with the concepts themselves. Blended classrooms can provide support for both the learner and teacher. Want to learn how?
In this webinar, Courtney Foreman showed you how to expand your teaching toolkit by exploring new strategies and techniques for introducing traditionally difficult mathematics concepts to your students. Explore tools to promote the following in your blended classroom:
How to implement tasks that promote reasoning and problem-solving
How to use and connect mathematical representations
How to build procedural fluency from conceptual understanding
In this webinar we will present a collection of classroom-based formative assessment techniques for elementary and middle grade mathematics teachers to not only consider, but also to use effectively—everyday. Our guest, Skip Fennell, will also discuss how particular formative assessment techniques can bridge to summative assessments and the preparation for such measures. Fennell will address the suggestion from the National Council of Teachers of Mathematics’ Principles to Actions: Ensuring Mathematical Success for All (2014) that educators leverage assessment opportunities to improve teaching and learning at the classroom and school level.
Whether you’re already familiar with DreamBox Learning or you’re just hearing about us for the first time, you see how DreamBox does math differently. DreamBox’s Kate Hodgins, Sr. Product Marketing Manager, moderates and Sara Varney, a former teacher and DreamBox champion, hosted this live demonstration of our product and overview of how DreamBox is the only adaptive math software that delivers research-based results for student success and educator empowerment.
Ten years ago there were no educational products available for K-12 Math that were truly adaptive. Now just about everyone claims to be adaptive in some way. But what does it mean to be “adaptive”? How do these products work? And how do you evaluate which best fits your needs?
In this presentation, Nigel Green, Vice President of User Experience at DreamBox Learning, discusses the evolving definition of adaptive learning and it's application in varying technologies and approaches, including: how different student actions and behaviors can inform an adaptive engine, how adaptive learning programs can be integrated into your blended learning models, and some of the possible futures of adaptive learning.
Tracking Progress for Tier 2 Students in Response to Intervention (RTI)DreamBox Learning
Successful schools and districts are increasing student achievement by implementing dynamic Response to Intervention (RTI) plans. But, what makes successful RTI programs stand out from less successful ones? How do educators know whether intervention is actually working for their struggling students?
In this webinar, Thera Pearce, Director of Professional Development and Implementation at DreamBox Learning, shared a framework and tools for how schools and districts can implement a more effective RTI program, including:
-A process for using data to identify targeted areas of improvement and support for Tier 2 RTI Students
-How to use data to differentiate instruction in the classroom
-Effective ways to monitor and measure ongoing progress of your RTI students
Building the Excellence Mindset Webinar with John WinkDreamBox Learning
Excellence is not a goal or even a result. It is within every student and every teacher, and the job of a leader is to create the conditions where the adults in the building work collaboratively to pull the excellence out of every student and every adult in the building. In this webinar, superintendent John Wink shared what it takes to build a growth mindset. He explored a range of strategies to use to cultivate the excellence mindset at your school, including:
Changing our language
Embracing the power in making mistakes
Teaching tenacity
Promoting perseverance
Empowering teachers to take calculated risks and chase growth
Learn how to provide targeted supports to help your teachers become excellent teachers. This webinar is designed for district and building administrators, teacher leaders, instructional coaches, and educators.
Finding What Works in Learning: Simple Ways to Analyze Education Research Stu...DreamBox Learning
Dr. Tim Hudson, VP of Learning at DreamBox Learning, and Dr. Gina Burkhardt, former EVP at the American Institutes for Research (AIR), will help you more easily analyze research, ask probing questions, and access the fine print of a research study.
They’ll equip you to meaningfully and successfully review educational research about curricular programs right away, including:
1) Eight key questions to guide analysis of the “fine print” of a research study
2) Using a simple rubric to quickly analyze the quality of any research study
3) Ideas for conducting research in your own classroom, school, or district
This is the ppt for a webinar during which online math courses were demonstrated and online math teachers discussed best practices and strategies for teaching math online.
http://retapedia.pbworks.com/Teaching-Online-Math
Integrating Technology to Increase Student Engagement and Accelerate Math Lea...DreamBox Learning
Blended learning environments are enabling schools and districts to personalize learning for their students on a scale never before possible by integrating technology into their classrooms to complement face-to-face instruction, particularly in mathematics.
Attend this web seminar to learn successful approaches for implementing this technique, including strategies, tips for modeling blended learning for elementary mathematics, and results other educators have seen firsthand, including comparisons of student growth with the amount of time digital tools are used in each classroom.
With every new iteration of technology, we create generations of students whose primary media "language" for learning and interacting with the world is different than the generation before it. In the last five years, technologies like online homework, free online videos, personalized learning software, mobile devices, learning analytics, high-quality digital math games, computational knowledge engines have been chipping away at the corners of education and traditional teaching. Technology-enhanced learning is here to stay and it will alter the face of education, like it or not. This is a guide to navigating and thriving in this new world.
Personalized and Adaptive Math Learning: Recent Research and What It Means fo...DreamBox Learning
At a time when many schools are choosing to use adaptive math learning programs to support personalized learning approaches, it’s essential that educators focus on collecting and reviewing evidence about the impact these programs have on student understanding and achievement in mathematics. In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared the latest research of adaptive math programs. He discussed recent research findings and the methodological considerations that are used for studying the impact of these programs.
Do you have questions about how to best implement WIDA’s ELD Standards in your school? Would you like to hear how WIDA assessments and standards have been put into use in other districts? This presentation will share the results of research stemming from interviews with twelve different districts across the state.
Small Signposts: Small Practices that Make a Big Impact for Instructors and S...D2L Barry
Small Signposts: Small Practices that Make a Big Impact for Instructors and Students (2pm–2:20pm ET)
Presenter: Pam Whitehouse, Tennessee Board of Regents
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
Expand Your Toolkit: Teacher Strategies for Deeper Math LearningDreamBox Learning
The road to conceptual understanding in mathematics is difficult. Through this journey, our students are required to demonstrate this understanding at every step. With the integration of technology in the classroom, blended learning can support student growth and understanding in math.
Of course, preparing students to model math concepts is problematic if teachers are struggling with the concepts themselves. Blended classrooms can provide support for both the learner and teacher. Want to learn how?
In this webinar, Courtney Foreman showed you how to expand your teaching toolkit by exploring new strategies and techniques for introducing traditionally difficult mathematics concepts to your students. Explore tools to promote the following in your blended classroom:
How to implement tasks that promote reasoning and problem-solving
How to use and connect mathematical representations
How to build procedural fluency from conceptual understanding
In this webinar we will present a collection of classroom-based formative assessment techniques for elementary and middle grade mathematics teachers to not only consider, but also to use effectively—everyday. Our guest, Skip Fennell, will also discuss how particular formative assessment techniques can bridge to summative assessments and the preparation for such measures. Fennell will address the suggestion from the National Council of Teachers of Mathematics’ Principles to Actions: Ensuring Mathematical Success for All (2014) that educators leverage assessment opportunities to improve teaching and learning at the classroom and school level.
Prevention to Intervention: Formative Assessment ReimaginedDreamBox Learning
A new breed of technology is driving a shift in how we view and use formative assessment. When fully realized, educators will be engaged, empowered, and equipped to interrupt, disrupt, and prevent the failure to learn versus treating failed learning. Beyond information, formative assessment reimagined provides in-time insight and intelligence of, for, and by the learner to adapt and adjust learning, as the learner is learning—not after instruction. To that end, this webinar will focus on three essential learnings:
1) The what, why, and how of reimagined formative assessment;
2) The transformational impact of instructional and assessment integration; and
3) The results of assessing leading rather than trailing indicators of learning.
Join National Council of Supervisors of Mathematics (NCSM) President Valerie Mills, renowned educator and author Cathy Fosnot, and past NCTM and AMTE President Francis (Skip) Fennell for a conversation about the future of mathematics education. Everyone interested in the success of all students in learning mathematics—educators and community members—will gain valuable insights from these leaders.
Topics will include:
• Formative assessment
• Meeting the diverse needs of all students
• Common Core State Standards
• Digital learning technologies
Algebra Readiness: Equipping K-8 Students for SuccessDreamBox Learning
As the focus on standards-readiness grows, educators need reassurance that they’re not just teaching students how to pass a test, but also supporting their exploration, creativity, and deep understanding of applied knowledge. Joe Trahan, former middle school teacher, will discuss the pedagogical approach to preparing students for formal algebra. He'll share opportunities educators have to introduce the exploration of abstract concepts at an early age—at a time when students are more focused on concrete mathematical concepts.
Common-Sense Approaches to Math Curriculum and Assessment SuccessDreamBox Learning
Learn how to equip educators and students for success at a time when schools are being asked to do more with less—while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:
• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
Community Language Learning advises teachers to take their students as “whole person.” Students decide the topic and teachers act to like conselors. The learning is inductive.
English Language Learner Strategies and Activities Presentation-Chaunta Black...ChauntaBlack
Imagine that you have been asked to develop a professional development presentation that outlines strategies and activities that would be appropriate to use with English language learners.
UTA New Teacher Webinar “Resources and Information for Teaching Multilingual Learners”, April 19, 2014 w/ Dr. Peggy Semingson
The University of Texas of Arlington presents the Spring, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=0df471b4-23a0-4129-8dc2-ade6b8782cc9
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (4/19/14): http://www.slideshare.net/UTANewTeachers/march-29-webinar-with-dr-peggy-semingson-multilingual-esl
Questions:
Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown
amberb@exchange.uta.edu
Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl
Twitter: @UTANewTeachers
YouTube: http://youtube.com/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.ed Dr. Marc Schwartz
Teaching Students with Literacy Problems—Including DyslexiaBrookes Publishing
Teachers and related service providers across early, middle, and secondary grades are invited to review these edWebinar slides, presented by Dr. Nickola Nelson, to gain new insights for identifying struggling readers and writers, understanding their needs, and helping them improve.
Dr. Nelson shared a quadrant model for plotting language/literacy skills along two dimensions that can explain dyslexia and other reading, spelling, and oral language problems. She also presented five tips for working with students who are struggling with reading and writing, including how to:
• Use the quadrant model based on the simple view of reading and the Student Language Scale (SLS) to screen for literacy difficulties and decide when to refer
• Use standardized testing from a tool such as the Test of Integrated Language and Literacy Skills (TILLS) to understand students’ strengths and needs
• Embed explicit instruction on word structure into grade level curricula to develop all students’ reading, decoding, spelling, and vocabulary skills
• Embed instruction within the curriculum to heighten students’ awareness of vocabulary, complex syntax, and discourse organization
• Use writing instruction within curricular assignments to build language/literacy skills for all students and as a collaborative intervention context for students who are struggling
This recorded session was designed for PreK-12 educators, administrators, special educators, speech-language pathologists, psychologists, and reading specialists.
Mathematics for ELL Students Workshop 1 PresentationStephen Best
Mathematics for ELL Students (Workshop 1) focuses on the ways in which middle grades educators can support the specific needs of English Language Learners in the math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
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Use Discourse to Access Language and Mathematics for English Learners
1. Use Discourse to Access Language
and Mathematics for English Learners
Monday, February 13, 2017
Join the Blended Learning community: http://www.edweb.net/blended
Presented by:
Dr. Susie W. Håkansson
Mathematics Education Consultant
and Immediate Past-President,
TODOS: Mathematics for ALL
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5. Dr. Susie W. Håkansson is Immediate Past-President of TODOS:
Mathematics for ALL. She taught high school mathematics, served
as a faculty advisor for pre-service students, was a lecturer in the
UCLA Department of Mathematics, and has over 30 years of
experience providing professional development to PreK-16
mathematics teachers. She was the executive director of the
California Mathematics Project (CMP) and a site director prior to
that, collaborating with others to design and implement
institutes, workshop series, and school site programs for teachers,
administrators, parents, and students, particularly programs that
focus on providing access to high quality and rigorous
mathematics for ALL students, particularly English learners. Dr.
Håkansson has been a monitor and evaluator on Improving
Teacher Quality and NSF Grants. She is a recipient of the TODOS
2013 Iris M. Carl Leadership and Equity Award, the California
Mathematics Council 2009 Walter Denham Memorial Award, and
a UCLA 2009 Distinguished Teaching Award.
6. Use Discourse to Access
Language and
Mathematics for English
Learners
By Susie W. Håkansson, Ph.D.
Immediate Past-President, TODOS: Mathematics
for ALL
Mathematics Education Consultant
February 13, 2017
7.
8. Description
This session will provide the following:
Rationale for using discourse in the
classroom
Role of productive and receptive language
functions in the learning of mathematics
Examples of how to increase discourse in
the classroom.
9. Outline
Challenges in Learning English
Using Discourse
Language in the Mathematics
Classroom
High Cognitive Demand
Mathematics Tasks
Examples of Discourse in the
Classroom
Equity and Excellence
10. Challenges in Learning
English
Access to the English language
Access to the language of mathematics
Access to the mathematics content
Expectations
Self-efficacy
Opportunity gap
12. Why Is English So Hard?
Upon seeing the tear in the painting, I shed a
tear.
13. Why Is English So Hard?
Upon seeing the tear in the painting, I shed a
tear.
After a number of injections, my jaw got
number.
14. Why Is English So Hard?
Upon seeing the tear in the painting, I shed a
tear.
After a number of injections, my jaw got
number.
A minute is a minute part of a day.
15. Why Is English So Hard?
Upon seeing the tear in the painting, I shed a
tear.
After a number of injections, my jaw got
number.
A minute is a minute part of a day.
The soldier decided to desert his dessert in
the desert.
16. Why Is English So Hard?
They were too close to the door to close it.
17. Why Is English So Hard?
They were too close to the door to close it.
I did not object to the object.
18. Why Is English So Hard?
They were too close to the door to close it.
I did not object to the object.
We must polish the Polish furniture.
19. Why Is English So Hard?
They were too close to the door to close it.
I did not object to the object.
We must polish the Polish furniture.
The farm was used to produce produce.
20. Why Is English So Hard?
They were too close to the door to close it.
I did not object to the object.
We must polish the Polish furniture.
The farm was used to produce produce.
The bandage was wound around the wound.
21. Why Is English So Hard?
There is no egg in eggplant and no ham in
hamburger.
How can a slim chance and a fat chance be
the same, while a wise man and a wise guy
are opposites?
Did you say thirty or thirteen?
Did you say two hundred or two hundredths.
22. “Even”
Social register
The floor is even (smooth/liso)
The picture is even with the window (leveled/nivelado)
Sleep provides even rhythm in our breathing
(regular/uniforme)
The dog has an even temperament (calm/calmado)
If we share equally, we will be even (balance/igual)
I looked sick and felt even worse (comparative/aún)
So simple, even a child could do it
(comparative/incluso)
24. “Even”
Mathematics register
Number: even numbers (e.g., 2, 4, 36, 58)
Number: even amounts (e.g., even amounts of
flour and sugar)
Measurement: exact amount (an even pound)
Function: even function (e.g., y = 5x2 – 3;
y = cos x)
25.
26. Teachers learn to amplify and enrich—rather
than simplify—the language of the classroom,
giving students more opportunities to learn the
concepts involved.
Aída Walqui, Teacher Quality Initiative
30. MP2: Reason Abstractly and
Quantitatively
Receptive Language Functions
Comprehend the meaning of a problem situation
and its relevant quantities as presented through
multiple representations
Comprehend other’s talk about the relevant and
irrelevant quantities in the problem situation
Coordinate written texts and multiple
representations
31. Communicate (orally and in writing) about concepts,
procedures, strategies, claims, arguments, and other
information related to abstract and quantitative reason:
Explain reasoning as it relates to problem situation,
Create, label, describe, and defend coherent
representations of the problem situation at hand
Ask questions to contextualize the problem situation
or the quantities of the problem
MP2: Reason Abstractly and
Quantitatively
Productive Language Functions
32. Comprehend oral and written concepts, procedures, or
strategies used in arguments and reasoning, including
Questions and critiques using words or other
representations
Explanations offered using words or other
representations by others (peers or teachers)
Explanations offered by written texts using words or
other representations
MP3: Construct and Critique
Receptive Language Functions
33. Communicate (orally and in writing) using words about
concepts, procedures, strategies, claims, arguments, and
other information related to constructing arguments and
critique reasoning:
Provide written or verbal explanation of an argument
Justify conclusions and respond to counterarguments
Recognize and use counterexamples
Respond to questions by amplifying explanation
Respond to critiques
Critique or support explanations or designs
MP3: Construct and Critique
Productive Language Functions
35. Language in the
Mathematics Classroom
Focus on students’ mathematical reasoning, not
accuracy in using language.
36. Language in the
Mathematics Classroom
Focus on students’ mathematical reasoning, not
accuracy in using language.
Shift to a focus on mathematical discourse
practices, move away from simplified views of
language.
37. Language in the
Mathematics Classroom
Focus on students’ mathematical reasoning, not
accuracy in using language.
Shift to a focus on mathematical discourse
practices, move away from simplified views of
language.
Recognize and support students to engage with
the complexity of language in math classrooms.
38. Language in the
Mathematics Classroom
Focus on students’ mathematical reasoning, not
accuracy in using language.
Shift to a focus on mathematical discourse
practices, move away from simplified views of
language.
Recognize and support students to engage with
the complexity of language in math classrooms.
Treat everyday language and experiences as
resources, not as obstacles.
39. Language in the
Mathematics Classroom
Focus on students’ mathematical reasoning, not
accuracy in using language.
Shift to a focus on mathematical discourse
practices, move away from simplified views of
language.
Recognize and support students to engage with
the complexity of language in math classrooms.
Treat everyday language and experiences as
resources, not as obstacles.
Uncover the mathematics in what students say and
do.
Judit Moschkovich
56. Guiding Principles
Challenging mathematical tasks
Linguistically sensitive social environment
Support for learning English while
learning mathematics.
Mathematical tools and modeling as
resources.
57. Guiding Principles
Challenging mathematical tasks
Linguistically sensitive social environment
Support for learning English while
learning mathematics.
Mathematical tools and modeling as
resources.
Cultural and linguistic differences as
intellectual resources.
59. Best Practices for English
Learners
Provide high cognitive demand tasks
Scaffold the language by amplifying and enriching
the language to access the content
60. Best Practices for English
Learners
Provide high cognitive demand tasks
Scaffold the language by amplifying and enriching
the language to access the content
Expect students to “do” the mathematics
61. Best Practices for English
Learners
Provide high cognitive demand tasks
Scaffold the language by amplifying and enriching
the language to access the content
Expect students to “do” the mathematics
Access prior knowledge and build on prior
knowledge
62. Best Practices for English
Learners
Provide high cognitive demand tasks
Scaffold the language by amplifying and enriching
the language to access the content
Expect students to “do” the mathematics
Access prior knowledge and build on prior
knowledge
Understand flexibility in ways students respond
64. Encourage and expect mathematical talk
Ask students probing questions to clarify and draw
out their thinking
Best Practices for English
Learners
65. Encourage and expect mathematical talk
Ask students probing questions to clarify and draw
out their thinking
Have students share and justify their reasoning and
process they used to solve the problem
Best Practices for English
Learners
66. Encourage and expect mathematical talk
Ask students probing questions to clarify and draw
out their thinking
Have students share and justify their reasoning and
process they used to solve the problem
Provide opportunities for students to work individually,
pair share, and in small and whole groups
Best Practices for English
Learners
67. Use language as a resource for learning not only
as a tool for communicating but also as a tool for
thinking and reasoning mathematically
Best Practices for English
Learners
68. Use language as a resource for learning not only
as a tool for communicating but also as a tool for
thinking and reasoning mathematically
Provide diverse avenues of action and expression
Best Practices for English
Learners
69. Use language as a resource for learning not only
as a tool for communicating but also as a tool for
thinking and reasoning mathematically
Provide diverse avenues of action and expression
Be aware of multiple meanings of words
Best Practices for English
Learners
70. Use language as a resource for learning not only
as a tool for communicating but also as a tool for
thinking and reasoning mathematically
Provide diverse avenues of action and expression
Be aware of multiple meanings of words
Have students Think, Ink, Pair, Share
Best Practices for English
Learners
71. Use language as a resource for learning not only
as a tool for communicating but also as a tool for
thinking and reasoning mathematically
Provide diverse avenues of action and expression
Be aware of multiple meanings of words
Have students Think, Ink, Pair, Share
Increase discourse in the classroom
Best Practices for English
Learners
72. We want to provide access to ALL students. We also
want ALL students to make sense of rigorous, high
quality, and high cognitive demand mathematics tasks.
We want them to approach the zone of proximal
development, not the zone of minimal effort. We want
equity AND excellence.
73. We want to provide access to ALL students. We also
want ALL students to make sense of rigorous, high
quality, and high cognitive demand mathematics tasks.
We want them to approach the zone of proximal
development, not the zone of minimal effort. We want
equity AND excellence.
“Equity without excellence is meaningless. Excellence
without equity is unjust. We must always ask
ourselves, what can we do to incorporate both?”
74. The mission of TODOS: Mathematics for ALL
is to advocate for equity and high quality
mathematics education for all students—in
particular, Latina/o students.
75. TODOS Membership
JOIN TODOS for only $25 for a one-year
membership, $70 for three years!
Read Social Justice Position Statement
TODOS Website
http://www.todos-math.org
76. Resources
Framework for ELPD Standards
http://www.ccsso.org/Documents/2012/ELPD%20Framework%20
Booklet-Final%20for%20web.pdf
Judit Moschkovich
http://ell.stanford.edu/papers/practice
K-12 SMP in CCSS PLM
https://www.mydigitalchalkboard.org/portal/default/Content/Viewer
/Content?action=2&scId=306591&sciId=11608
Beyond Good Teaching
https://www.nctm.org/store/Products/Beyond-Good-Teaching--
Advancing-Mathematics-Education-for-ELLs/
77. Thank You!
Susie W. Håkansson, Ph.D.
Immediate Past-President
TODOS: Mathematics for ALL
shakans@g.ucla.edu
http://www.todos-math.org
78. Question & Answer Session
Dr. Susie W. Håkansson
Email: shakans@g.ucla.edu
Follow on Twitter @SusieHakansson
Follow Todos on Twitter @todosmath
Visit www.todos-math.org
79. DreamBox Learning® K–8 Math
Transformative Learning Experiences available in English & Spanish
80. DreamBox Lessons & Virtual Manipulatives
Intelligently adapt & individualize to:
• Students’ own intuitive strategies
• Kinds of mistakes
• Efficiency of strategy
• Scaffolding needed
• Response time
“I’ve tried teaching this topic
with pencil, paper, and
plastic manipulatives for
twenty years and students
have never really gotten it. I
can immediately see that
DreamBox has invented
new, digital manipulatives
and games that are far
more powerful for student
learning.”
– Urban District Math
Leader, CA
83. iNACOL is right around the corner…
Catch us at @DreamBox_Learn
Learn more and see how it works:
www.DreamBox.com/request-a-demo
Efficacy: Independent Validation from SRI
and from CEPR at Harvard University
84. We value your feedback!
Let us know how we’re doing:
www.surveymonkey.com/r/GC6ZCM7
85. Thank you to our speaker!
Dr. Susie W. Håkansson
Mathematics Education Consultant
and Immediate Past-President,
TODOS: Mathematics for ALL
86. edWeb would like to thank
www.dreambox.com
for sponsoring this webinar!
87. If you logged in live with your email address:
Your certificate will be emailed to you the next business day.
If you joined by phone or if you’re watching this as a recording:
Take the CE quiz located in the Webinar Archives.
To get your CE Certificate:
Thanks for Attending This Webinar!
Presented by edWeb.net
___________________________________________________________________________
Name
All requirements for this in-service program have been completed.
Number of clock hours completed: 1
CERTIFICATE OF COMPLETION
You’ll receive a certificate for this webinar within 24 hours!
edWeb.net is a free professional social and learning network.
edWeb.TV is a premium subscription service from edWeb.
To take the CE quiz:
Join the community at www.edweb.net/blended
You’ll find a CE quiz in the Webinar Archives
88. Join the free community!
Blended Learning: Extending Classes Online
Invitations to upcoming webinars
Access to recordings of past webinars
Online discussion forums
A CE certificate for each quiz you take
www.edweb.net/blended
You’ll receive the following benefits:
Thank you all for attending!
Editor's Notes
Replace title, subtitle (if necessary), date, presenter name, presenter byline, community name, community URL, headshot, logo
Replace community screenshot, community name, community URL, logo
Replace certificate screenshot, community URL and logo
DreamBox Learning provides a new class of intelligent adaptive learning technology is the true game changer in education. Combines 3 essential elements
1) Mathematics- CCSSM & Standards for Mathematical Practice- unlike other programs that provide drill and practice DreamBox builds both conceptual understanding and procedural fluency
2) Motivating (persist and progress)
3) Powerful intelligent adaptive learning engine providing millions of personalized learning paths—each one—tailored to a student’s unique needs.
Notes: DreamBox curriculum aligns with these Common Core Standards: Counting and Cardinality, Comparing, Operations and Algebraic Thinking, Number and Operations in Base Ten, and Number and Operations in Fractions.
Truly Adaptive Learning Technology requires dynamic content that is built from the ground up to invite, analyze and respond to a learner’s initial conceptions and support their developing ideas.
With our AssignFocus feature, you can create an assignment to introduce or reinforce concepts, to fill learning gaps, or provide an additional challenge. DreamBox Learning enables you to automatically differentiate lessons for your entire class, small group, or an individual student directly from your Insight Dashboard. With over 2,300 engaging, standards-aligned lessons that are proven to build problem solving strategies, hone critical-thinking skills, and develop math fluency, you know have a powerful new way to provide instruction, practice, and
A NEW study from the Center for Education Policy Research at Harvard University suggests DreamBox Learning Math increases student outcomes. Study suggests students using DreamBox Learning Math for 14 hours can increase achievement on NWEA MAP assessments by nearly 4 percentile points. You can download the study on our site to learn more or request a demo to see how DBL works!
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