4 Effective Communication Strategies in Multilingual Math Classrooms

4 Effective Communication Strategies in Multilingual Math Classrooms

“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.

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Accountable Talk® Discussions: Solidifying Knowledge and Engaging in Rigorous Thinking Alongside Others in a Collaborative Community

Accountable Talk® Discussions: Solidifying Knowledge and Engaging in Rigorous Thinking Alongside Others in a Collaborative Community

Accountable Talk discussions require teachers and their students to support one another and mutually create a classroom community committed to using and building accurate knowledge and engaging in rigorous thinking. Everyone involved understands and is accountable for respecting each other and the learning community, as a whole. This begins with recognizing and honoring each person’s different lived experiences because every person brings vital knowledge and valuable assets to the learning community. This article provides a general understanding of Accountable Talk discussions and serves as a basis to begin exploring this high-leverage practice.

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Using 4 Learner-Centered Routines to Build Positive Math Identity in Equitable Classrooms

Using 4 Learner-Centered Routines to Build Positive Math Identity in Equitable Classrooms

Every person is a “math person” and using learner-centered routines can support students in seeing themselves as doers of mathematics. This article, the second of a two-part series, shares how’s and why’s of four learner-centered routines that provide opportunities for students to build positive math identity by creating space for voice, agency, and actually doing mathematics.

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4 Go-To Learner-Centered Routines to Bolster Math Discussions, In-Person and Online

4 Go-To Learner-Centered Routines to Bolster Math Discussions, In-Person and Online

Learner-centered routines are valuable tools for educators because the routines help to spur discussion based on student input, support students as they construct understanding, improve how students see themselves as mathematicians, and create opportunities for formative assessment. This article, the first of a two-part series, shares four learner-centered routines that work in-person and online during mathematics discussions. The second article, coming out on December 1, explores how these four routines can be used to create space for student voice and agency and support them in developing positive mathematical identities as doers of mathematics.

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Remote Coaching for Rigorous and Engaging Online Classroom Discussions: Layering New Forums with Fresh Insights

Remote Coaching for Rigorous and Engaging Online Classroom Discussions: Layering New Forums with Fresh Insights

Coaches have a critical role in assisting teachers in continuing, rather than abandoning, important pedagogies while teaching online. Read about what is being learned through ongoing research at the University of Pittsburgh’s Learning Research and Development Center on how coaches can support teachers remotely to engage students in rigorous and interactive online discussions.

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Principals Leading with a Coaching Lens

Principals Leading with a Coaching Lens

Before becoming building principals, we were instructional coaches, each of us having coached either mathematics or ELA. Instruction was always the focus of our coaching work. After several years as principals, we realized that though supporting teaching and learning was a component of our work, it was no longer the focus. Once we came to that realization, we knew that we needed to make some changes.

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The Principles of Learning in Action

The Principles of Learning in Action

The Guilford Public Schools’ vision is that of a professional learning community where instruction invites effort and supports academic rigor for all students and educators. To that end, our daily work in classrooms is rooted in and supported by the Principles of Learning (POLs).

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Using Student-Centered Classroom Routines to Improve Comprehension of Complex Texts

Using Student-Centered Classroom Routines to Improve Comprehension of Complex Texts

The Networks for School Improvement (NSI) work taking place among Dallas ISD (DISD), the Institute for Learning, the University of Pittsburgh School of Education Center for Urban Education, and the Learning Research and Development Center, funded by the Bill & Melinda Gates Foundation, has largely focused efforts on improving instructional rigor, providing better supports for English language learners, and improving cultural relevance.

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Engagement vs. compliance: Looking closely at criteria charts

Engagement vs. compliance: Looking closely at criteria charts

Criteria charts that spur students to engage with the content matter actively are more likely to align with the Principles of Learning, so analyzing the criteria is critical. We have to consider if the combination of expectations results in active engagement with mathematical ideas that leads to deep understanding or simple compliance of learned procedures and rules.

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Conferring with Teachers & Coaches Requires Setting Clear Learning Goals

Conferring with Teachers & Coaches Requires Setting Clear Learning Goals

Conferring with teachers in advance of observing a lesson is a critical component of the Content-Focused Coaching® (CFC) cycle. These “pre-conferences” are opportunities for the coach and the teacher to reflect together about a teacher’s lesson plan, and thus are a rich opportunity for teacher learning. Lesson planning is specifically important for facilitating rigorous Accountable Talk® classroom discussions.

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Increasing High-Quality Student Talk

Increasing High-Quality Student Talk

The Institute for Learning (IFL) and Schenectady City School District have worked collaboratively for several years, and this year, we continued our ongoing partnership with a focus on using improvement science methodology to “get better at getting better.” District-wide, there is a focus on using improvement science to work on persistent problems of practice.

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Cognitively Challenging English Language Arts Instruction

Cognitively Challenging English Language Arts Instruction

We have known about harmful effects of high-stakes state testing on students, teachers, and the curriculum for decades, yet we continue to perpetuate the belief that they test what students know and can do. Daniel Koretz (2017) demonstrates that they have become ends in themselves and take valuable time away from instruction designed to grow students’ intelligence rather than their test-taking abilities.

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