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.
Working with numbers and mathematical representations! Read about the success that one of our partners is seeing in the land down under.
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.
While there has been a tremendous amount of schooling loss, students maintain unique funds of knowledge valuable to math classrooms. This article looks at three practices that work in combination to foster safe, student-centered learning environments as students return to school having unique and varied lived experiences.
Never doubt the big impact something small can create. A tiny acorn grows into a towering tree, providing air for the world around it to breathe. A flicker of ember being carried by the wind can spark a towering inferno. And then there is Executive Director Rosita Apodaca, who announced her retirement after 22-years with the IFL and a lifetime of inspiring students and fighting to ensure that each and every child are given a fulfilling educational experience.