FEEL LIKE YOUR KIDS ARE BEHIND?

GET MY ENTIRELY FREE RESOURCE BUNDLE:10 High-Impact Strategies & 'How To' Guides, Daily Planning Guide, & Deficit vs. Asset-Based Language in Math Chart
GET MY ENTIRELY FREE RESOURCE BUNDLE: 
10 High-Impact Strategies & 'How To' Guides, Daily Planning Guide, & Deficit vs. Asset-Based Language in Math Chart
FEEL LIKE YOUR KIDS ARE BEHIND?
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Description: 
Too many priorities = no priorities, which is why I focus on a small list of needle-moving practices in planning, coaching, and math professional learning. The first two are related: understanding and teaching grade-level content and increasing accessibility TO the grade-level content. I arrived at the third factor after years of studying schools that had double digit growth in math -- or higher. Listen in to this episode to hear how I discovered this trio of high-impact practices, get inspired to focus your efforts here, and as a result, watch your students accelerate their learning in math.
Summary & Highlights: 
In this episode, Chrissy reveals the 3 focus areas that top her list when it comes to strong math instruction. She shares:
  • some elements of strong instruction, as defined by teacher and leaders
  • ​her go-to sources for articulating a vision of equitable math instruction: (1) NCTM’s 8 Effective Mathematics Teaching Practices, (2) Instructional Practice Guide (IPG) from Achieve the Core
  • why it’s important for teachers and leaders to narrow their focus, choosing a handful of factors to prioritize
  • ​the 4 year investigation and action research that brought clarity on 3 factors that move the needle with math teaching and learning
  • ​the 3 factors she spend the bulk of her time on in planning meetings, coaching meetings, and professional learning:
  • Understanding and teaching grade-level content to all students. Teachers must have deep content knowledge about the standards they are teaching and students must spend the majority of their time working on grade-level content, even if they have unfinished learning from previous grades.
  • Ensuring all students have access and entry into the grade-level content. One way to increase access is to ensure problems and tasks have multiple entry points so that every student can engage in the problem. Teachers should adapt the lesson to increase accessibility for English Language Learners, students with unfinished learning, and diverse learners.
  • Engaging students in deep thinking about mathematics. Students need to have consistent opportunities to connect ideas and synthesize those ideas to build conceptual understanding and procedural skill and fluency. 
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