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Showing posts from March, 2018

Professional Learning Survey

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Join us... Week 9 Twitter Chat! Thursday March 15 @ 8:30 NT (8 AT, 7 ET)

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We're synthesizing! 

It's Week 9, our last Twitter Chat for this round.

Connect with us and share your learning!

Thursday, March 15 8:30 PM NT (8PM AT, 7 PM ET)


Week 9 Twitter Chat Questions:
Q1)  How has the image of a classroom changed in your mind over the past nine weeks?
Q2) What assumptions about school have been challenged by our landscape learning?
Q3) Throughout our book study, we've really explored the idea of doing math together. How will you move forward with learning collaboratively?
Q4) Tuesday we moved toward the edge! What does it mean to be an edge dweller? What do you define as the edge?
Q5) Where do you go from here? What part of your learning will you next incorporate in your practice?
Q6) Your chance for last words! Any messages for @ctfosnot? Any wishes for your tremendous PLN from the past nine weeks?

Join us for Chapter 9 - our final chapter! March 13, 7:30 PM NT (7 AT, 6 ET)

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This week - Chapter 9

"Teachers as Mathematicians"




Cathy Fosnot and Stephen Hurley guide our thinking through Chapter 9 of Young Mathematicians at Work: Constructing Multiplication and Division,  and discuss the importance of teachers also seeing themselves as mathematicians and developing competency mathematizing their own worlds. 

Tuesday, March 13 on VoicEd Internet Radio and on Twitter at #nledmath, 7:30 PM NT (7 AT, 6 ET)

Twitter Chat tonight ... Chapters 7 & 8 @8:30 NT!

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Our circle is growing and there's room for more! Join our follow-up Twitter Chat tonight as we dig-in to Chapters 7 & 8!
Connect, reflect, share, grow!  8:30 PM NT, (8 PM AT, 7 PM ET)


The questions to guide are our reflection tonight are:

Q1) Often, we assess math "skills". Chapter 8 has us redefining what we see as skill in mathematics. To you, what are math skills?

Q2) "Make the moments mater." What does responsive teaching look like? What examples might you share?

Q3) How can we open up a task so that we can see "how" the answer is found, not whether the answer is found?

Q4) The best assessment happens while teaching and learning are taking place. How can we best track this assessment?

Q5) What are some strategies to support teachers in shifting practice to a more responsive, constructivist approach?

Q6)  Please share in one tweet, your key learning this week. 
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This week - Chapters 7 & 8
"Developing Efficient Computations with Minilessons"
&
"Assessment"
Cathy Fosnot and Stephen Hurley guide our thinking through Chapters 7 & 8 of Young Mathematicians at Work: Constructing Multiplication and Division,  as they discuss how we support students to develop effective computation strategies through the use of mental math strings, and the inherence of assessment and effective teaching and learning. 

Tuesday, March 6 on VoicEd Internet Radio and on Twitter at #nledmath, 7:30 PM NT (7 AT, 6 ET)