Grad Credits: 3    Term End Date: Sep 17, 2021
We have come to a tipping point in math education when we must look to provide higher demanding math experiences for our students. We have to change students' relationship with math, and one way to do that is by changing the types of math experiences they have. Perhaps the way to help students the most, both in terms of success and attitude, lies in the counter-intuitive notion of finding the right level of struggle or challenge—a level that is both constructive and instructive. This course will help teachers with reflecting and creating math experiences that will help push students further and engage them with math that is more rigorous and meaningful for them. The resources and tools provided in this course will help to challenge students to engage in productive struggle, be more collaborative, participate in rigorous thinking, and create a student-centered approach for learning math. This course will provide instructional strategies that will focus on key areas in helping students to better understand math at a conceptual level. This interactive course is designed for job-embedded learning and practical classroom application of state assessment practices and instructional strategies. This course is also fully aligned with Danielson’s Framework for Teaching Domains 1, 2, 3 and 4. Through a combination of lesson activities, online discussions, and instructional reflection processes participants will gain insight into a wide range of strategies and resources to incorporate into their own instructional practices. NEW - What does (NP) Mean? Courses Without Participant Guides: we have just made completing your assignments even easier. HOW? We have now embedded all activities that are required in the online course. In these cases, you will no longer need to complete a separate participant guide/workbook for review. In these cases, all activities will be reviewed and graded separately online. Much easier process for working in your courses.