Improve Student Talk in Math Class with Dr. Jeff Zwiers Webinar here
Resources:
- A Model for Improving the Quality of Student Talk in Mathematics Classrooms by Dr. Jeff Zwiers (white paper)
- Powerpoint Slides (PDF)
- Video Example Links (jeffzwiers.org)
- Leverage Rich Prompts to Drive Mathematical Discourse for MLLs (webinar recording)
Jeff Zwiers
Website: jeffzwiers.org
Email: jeffzwiers@stanford.edu
This free, one-and-a-half-day conference will feature engaging keynote speakers, thought-provoking panel discussions, and expert lead sessions on best inclusive practices, along with tools and resources for implementation.
Meaningful inclusion requires intentional collaboration across the education system, and we invite you to learn more about tools and skills needed to provide such an environment. This conference will provide you with the tools and skills needed to provide that environment. We encourage school administrators, general and special education teachers, instructional coaches, paraeducators, related services providers, educator preparation program staff, and student teachers to attend. USBE Re-Licensure points will be available.
Click here to register. Flyer with details here.
To make this conference accessible to as many educators as possible, we will be hosting this conference at a variety of locations throughout the state. All locations will feature the same content, but they will feature different keynote speakers. Please join us on:
June 7-8 Mountain America Exposition Center, Sandy
June 15-16 Utah Valley Convention Center, Provo
June 20-21 Richfield High School, Richfield
June 26-27 Davis Conference Center, Layton
June 29-30 Southern Utah University, Cedar City
The Productive Math Struggle book study is being sponsored by UCTM in the Fall. See information here!
The K-12 Mathematics Book Studies continue to be a popular opportunity, there is a wait list for Building Thinking Classrooms and Productive Math Struggle, but all other books are available at no cost! Reflect as you read in a Canvas course associated with your book title and earn 1.0 USBE Credit Hours upon completion of a final project. More information and registration can be found here: https://forms.gle/e78Y8L973aTNBGsK9
***If your school is interested in doing a Building Thinking Classrooms book study we can run an in person book study and get the 1.0 USBE credit. Just let me know and I can get it set up for you! dawn.barson@jordandistrict.org
Options include: Virtual Synchronous, Standford University, Grassroots Mini and Full Length.
Click link here for details.
NCTM Presidents Message
April 2023 (read online here)
As I have met and interacted with mathematics educators during these past few months, I am constantly reminded and encouraged by their passion and dedication to meeting the needs of all students. I often hear that this school year feels closer to normal than the past few have in terms of routines and protocols. The other consistent theme I hear is that students this year have different skills and experiences than students from five years ago. With remote learning and other COVID-related protocols, our students today have had different opportunities than those in the past, which often requires more flexibility and learning for us as educators.
An increasing number of students are being identified as needing extra academic support in order to be successful in grade-level content in mathematics. Too often, though, students are being referred for testing to determine if they qualify for special education services. There are definitely students who need specialized services, but just because a student is experiencing academic struggle does not automatically mean they need such services. I wonder how often educators have hoped, either subconsciously or consciously, that a student will get a label so that they can shift responsibility for the student’s mathematics education to someone else? This mindset must change so that all students are seen as the collective responsibility of all teachers!
It is through collective responsibility that we can all grow in our strategies and skills to better serve the needs of every one of our students. General educators and special educators must collaborate with one another, and time and structures must be provided for them. Each brings perspectives to teaching and learning mathematics that the other can benefit from; likewise, neither has all the solutions to meeting every student’s needs. By coming together to collaborate as educators and by learning from each other, we can offer more students success in mathematics.
This collaboration must also occur in teacher preparation as well as among researchers. Unfortunately, the two fields often share and advocate for drastically different ideas. This often leaves teachers wondering what the best course of action is. Teacher educators and researchers should make a joint effort to find and build on what they agree on in order to best help students learn mathematics. Additionally, every preservice teacher should be required to take a course in special education, which currently is not the case in many colleges and universities. All teachers need to have the foundations to recognize and build on the diversity in classrooms.
Educators must come together so that students become “our students” rather than “their students.” Recognize that any individual does not have all the answers, and that through joint action, more student needs can be met. Ultimately, this will lead to increased success and opportunities for all of our students!
Kevin Dykema
NCTM President
@kdykema
Calculators on the RISE end of year assessment
Teacher Appreciation week with Promethian
Promethean's Teacher Appreciation event will host teachers from around the nation sharing ideas on ways to integrate Promethean hardware and software directly into daily instruction, along with free lesson resources and giveaways!
Mark your calendar, registration opens soon!
