Are You “Wishing” Math Content Knowledge Into Your Students? 6 Questions to Ask Yourself to Find Out
What does it mean to “wish mathematical knowledge” into your students? If reading the title of this article makes you pause, you might be doing it. Take the quiz to find out!
Using Accountable Talk® Features to Think Through the Design of Remote Instruction
Infusing practices from the business of instructional technology with Accountable Talk® features provides a light that can guide the planning of technology-based instruction, helping educators navigate challenges in order to enrich remote learning.
® Accountable Talk is a registered trademark of the University of Pittsburgh.
Increasing Representation by Globalizing School-Based Multicultural Libraries
Students are more engaged when they see themselves in the books they read. IFL partner, Syracuse City Schools, has worked to better represent all their students by expanding their multicultural libraries on a global scale.
Raising the Score: Structuring a school for a student-centered math intervention program
Changing the system changes the outcomes is the premise by which one school approached reorganizing their resources to maximize mathematics interventions. This meant getting everyone on board to increase and improve mathematical understanding for all learners. This article is the second of a two-part series the explores one school’s efforts to change their system of mathematics intervention to better meet the needs of every student (and every teacher) across all tiers of instruction.
Letting The Students’ Work Lead: Designing a student-centered math intervention program
If you want the results to be different, then you must do things in a different way. For one school, this meant taking a hard look at the types of opportunities provided to students to think and reason about mathematics across tiers of instruction. They knew that wanting to increase and improve mathematical understanding for all learners, meant systemic changes related to the instructional materials, teaching practices, and school scheduling. It also meant that everyone had to be on board! This article is the first of a two-part series that explores one school’s efforts to change their system of mathematics intervention to better meet the needs of every student (and every teacher) across all tiers of instruction.
IFL Partner in Australia: Is there a better way to teach mathematics?
Working with numbers and mathematical representations! Read about the success that one of our partners is seeing in the land down under.
Planning for High-Level Comprehension
Comprehension work is critical work when we engage students with a text. Understanding and enacting the steps for planning a high-level comprehension task will help teachers provide students instructional opportunities that set every student up for success.