IXL Training on Oct 4th.
Here's just one of the new features:
Diagnostic is now Continuous!
- students can work with a partner
- require 3 of the 5 problems be word problems (for students showing mastery) and only 1-2 word problems (for struggling students)
- require 4 answer choices (for students showing mastery) or only 3 answer choices (for struggling students)
*This will be posted in Google Classroom in a new Topic section called "Enrichment." If you try it with your students, please post a reply and share how it went with your students.
The Importance of Student Discourse in Math
As teachers, we need to incorporate and encourage student discourse in our lessons to help improve student achievement. Discourse is not just any talk about math. Meaningful discourse includes students comparing and contrasting ideas and methods, constructing viable arguments, critiquing each other’s reasoning, and helping each other make sense of mathematics. (Hattie, Fisher, & Frey, 2017; National Council of Teachers of Mathematics [NCTM], 2000; National Governors Association Center for Best Practices & Council of Chief State School Officers [CCSSM], 2010; National Research Council, 2001).
Read more about protocols, strategies, and managing discourse in your classroom.
Request a session for Number Talks/Student Discourse
Would you like more information or training on increasing student discourse in your classroom? We can do grade level or the entire math staff with examples that you can implement right away. Simply send an email or complete the "Request a Visit" form below to schedule!
Books on Mathematical Discourse
- Mathematical Discourse - Let the Kids Talk! by Barbara Blanke
- Making Number Talks Matter by Cathy Humphreys & Ruth Parker
- Mathematical Argumentation in Middle School by Knudsen, Stevens, Lara-Meloy, Kim, Shechtman
- 5 Practices for Orchestrating Productive Mathematics Discussion by Margaret Schwan Smith and Mary Kay Stein
Using "Canned Responses" in Google Email
You can now create and use a "Canned Response" to help streamline the process. I've attached a guide on how to set these up in your Google Email. It is quick and easy to do. Once you have the "canned response" template, you can insert it into your email, make the quick changes or update information, and send it. This can be very helpful for those repeat emails we find ourselves sending out. Click here to learn how to set it up.
Reflex Math Educator Grant Winners
Request a Visit
Middle School Collaboration Meetings
Making Sense of Mathematics for Teaching Grades PK-2 (3 sessions)
Oct 2, 2018 - West GA RESA Grantville, 9:00 - 3:00
This is a 3 session professional workshop which will provide participants an opportunity to deepen their knowledge of critical mathematics for grades PK-2. Topics for the October session include Sense Making, Place Value, and Length & Measurement. Participants can register for just one session or the entire series. Register here.
Oct 4, 2018 - WERZ, 3:00 - 4:00
IXL offers new features allowing for more effective use of their program. Training session will go over the new features, reports, and how to effectively use IXL in your classroom. Register here.
Georgia Mathematics Conference
Oct 17 - 19, 2018 - Rock Eagle 4-H Center
This is the 59th annual Georgia Math Conference. This year's theme is "Embracing Productive Struggle." Register here.
Middle School Math Collaboration
Oct 24, 2018 - East Coweta Middle School, 4:00 - 5:00
Teachers will be trained on how to create assessments in GCA. This will include using the GCA item bank and creating teacher-made question items. Participants are asked to bring 3-5 assessment questions and answers along with their chromebooks to the session.
GCA Training: Instructional Technology Training
Oct 25, 2018 - Werz, PLC, 4:00 - 5:00
Want to learn more about GCA and creating assessments to use in your classroom? This training is open to all county teachers wanting to learn more about GCA. Please bring your chromebook. Register here.
Watanabe, M., Evans, L. (Nov. 2015). "Assessments That Promote Collaborative Learning." The Mathematics Teacher, vol.109, Issue 4, pp. 289-304.