What does effective problem-based learning look and sound like? School leaders will use classroom video to focus on student learning behaviors in a problem-based classroom, make connections between teacher moves and student learning behaviors, and reflect on how to support teacher learning.
What does effective problem-based learning look and sound like? School leaders will use classroom video and vignettes to focus on student learning behaviors in a problem-based classroom, make connections between teacher moves and student learning behaviors, and reflect on how to support teacher learning.
What are the key features of IM 6-12 Math and where do we focus as we implement
a new curriculum?
This session provides school leaders an introduction to IM 6-12 Math. In it, you'll experience and explore the structure of a problem-based lesson while also focusing on supporting teachers transitioning to their new curriculum. You'll also be given a brief overview of other key features of the curriculum including teacher materials for enhancing access and challenge for all students, every lesson.
What are the key features of IM K–5 Math and where do we focus as we implement
a new curriculum?
This session provides school leaders an introduction to IM K–5 Math. In it, you'll experience and explore the structure of a problem-based lesson while also focusing on supporting teachers transitioning to their new curriculum.
Teacher leaders and administrators will be given a brief overview of other key features of the curriculum including assessments, instructional routines, centers, and more. This session prepares leaders to reflect on their role in supporting teachers with each of these components, which will be built on in an upcoming session, Leading IM Math Implementation.
How can coaches or PLC leaders support teachers to study and plan for upcoming
units?
This session introduces instructional leaders to the Unit Planning Guide
activity structures and coach-facing materials, to help you prepare to use Unit
Planning Guides with groups of teachers ahead of each upcoming IM Math unit.
SPECIAL NOTE ON MATERIALS
Access to the Unit Planning Guides is NOT provided in this session. School Leaders who wish to implement and lead Unit Planning Guide sessions with teachers must purchase the Unit Planning Guides separately at a one-time cost of $3,000. Please contact Danielle Seabold at seaboldd@mimathandscience.org before this session to purchase the 6-12 Unit Planning Guides.
How can coaches or PLC leaders support teachers to study and plan for upcoming
units?
This session introduces instructional leaders to the Unit Planning Guide
activity structures and coach-facing materials, to help you prepare to use Unit
Planning Guides with groups of teachers ahead of each upcoming IM Math unit.
LEARNING GOALS
● Understand the purpose and value of co-planning as a math team at the unit level.
● Explore the materials and structure of the Unit Planning Guides.
● Create a plan for the first math team meeting.
This 8-part series provides coaches and school leaders with a deeper understanding of the structures and beliefs along with the core components and practices embedded in the IM curriculum, supplemental materials, and professional learning for teachers.
If you're a school leader with limited time, join us for the first two parts of the series at a reduced price; Examining Structures and Beliefs and Observing in a Problem-Based Classroom.
How can instructional leaders play a role in facilitating ambitious and equitable mathematics instruction? School leaders will examine the key role of instructional leaders in establishing and supporting the conditions necessary for successful implementation of the IM curriculum. The session builds on instructional leaders’ understanding of the problem-based lesson structure and IM’s approach to access and challenge to ensure each and every learner has access to grade-level mathematics.
What does effective problem-based learning look and sound like? School leaders will use classroom video and vignettes to focus on student learning behaviors in a problem-based classroom, make connections between teacher moves and student learning behaviors, and reflect on how to support teacher learning.
Michigan Mathematics & Science Leadership Network Are you an instructional leader supporting teachers and students as […]
