Featuring special guest Jay McTighe. 

Performance tasks have been a part of education for over 30 years. In today’s classrooms, creating time for students to turn off technology and work collaboratively to transfer their mathematical knowledge to solve rich, real-world tasks may be more important than ever. 

Humans are born to be curious, explore their environments, ask questions, investigate mysteries, and solve problems. So, why are so many students presenting as disengaged and reluctant learners? 

Recent research offers incites for tangible shifts educators can make in the classroom to ignite students’ curiosity and enthusiasm for learning. Want to hear about it? 

Featuring special guest Peter Liljedahl, Ph.D. 

Teachers around the world have fallen in love with the tools and practices provided by Dr. Peter Liljedahl and his best-selling book, Building Thinking Classrooms in Mathematics. These practices help teachers engage students and build a vibrant thinking classroom. 

How we teach is based on our philosophy of how the brain learns. Asking students to move beyond getting the right answers in our math classrooms can have a profound impact on their ability to become flexible thinkers and effective problem solvers. These expectations also lead to dramatic differences in learning outcomes for students, including measurable outcomes on their end-of-year assessments.

To inspire deep learning, curiosity and a love for mathematics, educators use student assets of fractions to drive instructional moves in their problem solving progression.

By understanding the progression of fractions, educators will be able to anticipate how to support students' entry points through rich math performance tasks.

This edWebinar will explore facilitation of fraction instruction in the classroom using the Five Practices: anticipating, monitoring, selecting, sequencing, and connecting.

Along the way, we’ll look at:

Creating a learning environment that is exciting and engaging for students takes more than a good curriculum. How can teachers establish a classroom environment that helps students successfully learn mathematics while enjoying the process?   

Hit the ground running this school year with effective ideas for establishing a classroom culture that inspires deep learning and gets students excited.  

In this session, you’ll learn:

In the post-COVID classroom, how do we get students excited to learn math again? As educators we are working to get our students re-engaged in learning while trying to meet the varying needs of every student. Now more than ever, the students in our classrooms demonstrate an extremely vast range of understanding, engagement, and abilities. How then can educators focus on the grade-level learning standards while also ensuring our students are inspired, curious, and challenged?

To inspire deep learning, curiosity and a love for mathematics, educators have to find ways to get students talking about mathematics. In short - we need students to make some noise!

This session will explore Five Practices teachers can use to facilitate rich discussions in the classroom. Anticipating, Monitoring, Selecting, Sequencing and Connecting.

Join Jessica Keegan, Elementary Director of Teaching and Learning at Oceanside School District (NY), for an in-depth look at how her students are making incredible strides in math through the use of rich performance tasks. Rather than having students double down on facts and figures, teachers at Oceanside are using performance-based instruction and assessment to develop confident and empowered mindsets. Along the way, their students are building math tool kits that contain problem-solving strategies, critical thinking, and communication skills.