Building Thinking Classrooms
Math 2.0 | Session 1
Register today for this energetic and engaging professional learning experience!
Thursday, September 8th, 2022
Thursday, November 3rd, 2022
Thursday, February 2nd, 2023
During the fourth quarter, there will be an optional opportunity to engage in a classroom observation that will deepen the learning from the text. More information about the observation opportunity will be forthcoming.
Participants are encouraged to register for all four sessions in this series in order to fully benefit from the learning and collaboration. Registration for the entire series includes a copy of the book.
Thursday, Sep 8, 2022, 09:00 AM
ESU 6 - 210 5th Street, Milford, NE
Registration Information & Fees
- Register at www.esu6.org
- If you have any difficulty registering, please contact Erica Pallas at erica.pallas@esu6.org
- Registration Fee: $50 per session + a one time book charge of $30
- Participants must have completed the series "Implementing the 8 Mathematical Teaching Practices", to participate in this continuation series.
- Please note, your district will be charged if there is a 'no show' connected to a workshop with a registration fee. To ensure your district does not get charged, please contact the ESU 6 Professional Development Assistant prior to the workshop date.
- Registration Deadline: Thursday, September 1st, 2022
Target Audience
- K-12 Math Teachers who have gone through the Implementing the 8 Mathematical Teaching Practices series.
Description
This series is designed as a "next step" after teachers complete the Implementing the 8 Mathematical Teaching Practices series at ESU 6. As such, participants will continue conversations they began as they journeyed through the book, "Principals to Actions", and build on that learning through a new text. This series will be anchored in the book "Building Thinking Classrooms in Mathematics Grades K-12", by: Petr Liljedahl. Here is a brief summary of the book.
A thinking student is an engaged student.
Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.
- Participants in this series are encouraged to register for all three sessions in order to maximize their experience and enable them to implement strategies in their classrooms between sessions and reflect on those strategies with other educators during sessions. Registration for the complete series will also include a copy of the book.
- During the fourth quarter, there will be an optional opportunity to engage in a classroom observation that will deepen the learning from the text. More information about the observation opportunity will be forthcoming.
Presenters
Dr. Amber Vlasnik, amber.vlasnik@esu6.org