By Kristin Klingensmith Bridges to Learning Managing Editor & Mathematics Fellow, Insititute for LearningAs we close out our inaugural year of being online, we want to thank each of you for being here, for making it through one of the toughest school years to...
Examining ways that school systems can rethink preparation for high-stakes testing, so that it does not highjack the rest, can help establish a post-pandemic new normal. Based on our research-informed work in schools and classrooms, no matter how well-intended, the current system of rewards and sanctions tied to test scores has negatively impacted opportunities for meaningful, high-quality learning experiences that prepare learners for college, career, and community engagement. This has disproportionately impacted students of color, those impacted by poverty, and multi-language learners.
Have you ever left a classroom discussion and cannot remember what questions you asked? To reflect on practice and consequently to know what to continue and what to modify, teachers need evidence and data of their own facilitation of discussions. Talkmoves, an app that processes Accountable Talk® (AT) math classroom discussion and feeds back the data (typically in about an hour) can support teachers with enhancing their practice!
Creativity in mathematics abounds at the intersection of belief and practice! When the belief that all learners are doers of mathematics and enter the classroom with valuable lived math experiences intersects with the use of a lesson routine that offers space for students to do the thinking, learners become the creators and authors of the material from which they learn.
Planning Grant Funds Institute for Learning at the University of Pittsburgh to Partner with Canutillo ISD, Fabens ISD, and Tornillo ISD in Texas
The IFL is partnering with Texas districts Canutillo Independent School District, Fabens Independent School District, and Tornillo Independent School District to work on high-level teaching and learning in middle school math! Read on to see how we are working together to do an asset analysis and equity audit of math instruction, an approach where everyone’s voice is heard!
“If you cannot read the word problem, you cannot do the math.” This statement is false on many levels! Students who are receiving math instruction in a language other than their native language are doers of mathematics! And as teachers, it is our job to utilize specific strategies that allow every student in each of our classrooms to engage in thinking deeply about the mathematics. In this article we share four strategies for math teachers to use when working with multilingual students who are working on their English skills while also learning math.
A district’s goal for summer reading should be to help students continue to build their independent reading skills and to foster a love of reading. Students who take up summer reading typically have access to compelling books and choice in what they read (Shin & Krashen, 2008). To achieve a reading program with books that engage students, student voice should be central to summer reading lists.