Explore the often unspoken struggles that even seasoned math teachers encounter when grappling with concepts in middle and high school grades. Gain insights into the power of anecdotal assessments for both understanding students and refining your own assessment practices. Discover practical approaches to implementing standards-based grading without getting lost in individual grades, and unravel the true purpose behind assigning grades. In this Mentoring Moment episode we bring back Nicholas Rhodes to continue exploring his pebbles in Standards Based Grading. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. You’ll Learn: How even math teachers can still struggle to conceptually understand some of the mathematics we commonly share in middle and high school grades;Why anecdotally assessing where you believe students might be can be helpful to assess your own assessment practices;What is the best approach to attempting standards based grading without getting mixed up in all of the individual “grades”The true purpose of assigning grades; How we can redesign evaluations and assessments; Resources: Assessment For Growth: A Blueprint Course For Standards Based Grading in Math ClassMake Math Moments Problem Based Lessons & UnitsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

As educators of mathematics around the world embrace the ideas shared in Building Thinking Classrooms, more and more students are being positioned to think collaboratively during math class instead of simply mimicking steps, rules, and procedures. While this shift in mathematics teaching practice is a massive leap in the right direction, our work does not stop once students solve the thinking task at hand. Rather, the real work for the facilitator now begins. Join Peter Liljedahl, Jon Orr, and Kyle Pearce from the opening session of the 2023 Make Math Moments Virtual Summit as they discuss one of the most important, yet often overlooked parts of an effective problem based mathematics lesson: the closing.This is part 2 of the hour-long Keynote session from this past year’s Virtual Summit in November. What You’ll Learn: Practical Strategies for Dynamic Teaching: Learn how to adapt your teaching style to meet the evolving needs of your students, ensuring that each lesson is as effective as possible.Deep Dive into Consolidation Techniques: Gain insights into powerful consolidation methods, such as gallery walks and group discussions, that can enhance student understanding of complex concepts.Innovative Note-Taking Approach: Discover a structured note-taking method that not only aids in student learning but also encourages active participation and reflection.Resources: 2023 Make Math Moments Virtual SummitMake Math Moments AcademyDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Curious about the transformative power of leadership in mathematics education? Ever felt the challenge of aligning your strategic plan when it seems like you're constantly putting out fires? Join us in this episode where we unravel the critical importance of seeking support in leadership roles and dive into a conversation with Rob Baier, Executive Director of Mathematics and STEM at Pittsburgh Public Schools.If you're an educator navigating the complexities of coaching, consulting, or directing, this episode is your guide. Rob Baier, co-host of the Debate Math Podcast, shares insights on staying aligned to your strategic plan amidst chaos, the significance of andragogy in leading mathematics educators, and the key to optimizing coaching and professional learning models.Gain a profound understanding of why seeking appropriate support is crucial for educators stepping into leadership roles.Discover the transformative potential of andragogy in leading mathematics educators, offering a fresh perspective for educational leaders.Uncover actionable insights on reviewing coaching models, ensuring they optimally serve educators, and staying aligned with district vision and strategic plans.Ready to elevate your leadership game in mathematics education? Click now to listen and lead with newfound passion and impact. Don't miss this chance to reshape your approach and empower both educators and students in your district!You’ll Learn: Why it is important for mathematics educators to seek out the appropriate support to take on leadership roles such as coaching, consulting, supervising, directing, etc.;Why mathematics leaders should consider studying and practicing andragogy in order to lead mathematics educators in their district; How reviewing your coaching and professional learning model on a regular basis will ensure it is optimally serving educators;How reviewing your curriculum resource and ensuring it supports the teaching of mathematics in a way that aligns with your district vision is critically important;How to stay aligned to your strategic plan for mathematics when you always feel like you’re putting out fires; and, As a leader how do we balance supporting teachers directly in a coaching role and trying to build capacity at scale in a district. Resources: Find Rob on X: @rob_baier Debate Math Podcast with Chris Luzniak and Rob BaierDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

As educators of mathematics around the world embrace the ideas shared in Building Thinking Classrooms, more and more students are being positioned to think collaboratively during math class instead of simply mimicking steps, rules, and procedures. While this shift in mathematics teaching practice is a massive leap in the right direction, our work does not stop once students solve the thinking task at hand. Rather, the real work for the facilitator now begins. Join Peter Liljedahl, Jon Orr, and Kyle Pearce from the opening session of the 2023 Make Math Moments Virtual Summit as they discuss one of the most important, yet often overlooked parts of an effective problem based mathematics lesson: the closing.This is part 1 of the hour-long Keynote session from this past year’s Virtual Summit in November. Look for part 2 in two weeks. What You’ll Learn: Gain insights into reevaluating traditional teaching methods and discover why "leveling to the top" might be holding back student engagement.Explore the power of the "Consolidating from the Bottom" strategy – a teaching approach designed to make lesson closure inclusive and effective for all students.Learn the art of responsive teaching, fostering flexibility in your lesson plans to create a dynamic, student-centered learning environment.Resources: 2023 Make Math Moments Virtual SummitMake Math Moments AcademyDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Have you ever wondered why creating a safe space for students in mathematics class is crucial? This episode of The Making Math Moments That Matter Podcast explores this question and unveils insights that will reshape the way you think about math education.In a world where educational equity is a pressing concern, ensuring that schools are safe places for students becomes paramount. This episode delves into the critical role of a safe environment, especially in mathematics classes. Discover how breaking free from over-generalizations can pave the way for equitable math lessons and why helping teachers build their math proficiency is key to fostering an inclusive classroom. Join us as we unravel the intricacies of these concepts and their real-world implications.Unlock the secrets to creating a safe and equitable math classroom by listening to the latest Make Math Moments episode now. Transform your approach to math education and contribute to fostering a positive and inclusive learning space for all students. Press play and embark on a journey to reshape math education today!You’ll Learn: Gain insights into why creating a safe space in math class is not just desirable but essential for student success and well-being.Learn practical strategies to help teachers break free from over-generalizations, creating math lessons that cater to diverse learning needs and backgrounds.Discover the importance of teachers' math proficiency and how empowering educators in this aspect can lead to a more equitable and supportive learning environment.Resources: Make Math Moments Problem Based Lessons & UnitsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Today we speak with Michael Finley, the academic dean for math and science at a K-12 independent school. Michael's staff is questioning their work in building thinking classrooms and how it serves high achieving students. Listen in as we brainstorm strategies to uncover micro moves and macro plans to build a classroom culture that allows a thinking classroom to emerge.  This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. You’ll Learn: How to move quickly on a new initiative while ensuring all educators are coming along for the ride;Why facilitating a Thinking Classroom in mathematics effectively involves a significant amount of nuance;Why intentionality is even more important when facilitating a Thinking Classroom than it was when leading a gradual release of responsibility lesson;What is the true definition of rigor? Resources: Make Math Moments Problem Based Lessons & UnitsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Today we speak with Diana Worthen, a 10th grade math teacher from Denver Colorado. In our discussion we help to shake out a common pebble in an educator's shoes: How to keep students engaged during practice time. Stick around and you’ll hear why students tend to “shut down” after a teacher led lesson; how to be more targeted with your 1 on 1 support with your students; and how to structure your lessons to maximize engagement during your entire math block. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. You’ll Learn: Why students tend to “shut down” after a teacher led lesson;How to be more targeted with your 1 on 1 support with your students; and, How to structure your lessons to maximize engagement during your entire math block. Resources: Episode #158: Don’t Ditch Your Lesson Model; Reverse It! – A Math Mentoring Moment EpisodeEpisode #141: The Transition From Gradual Release to Problem Based LearningMake Math Moments Problem Based Lessons & UnitsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Join us for an uplifting conversation with Mike Lipnos, a middle school teacher and math coach from Ohio. In this episode Mike shares his experience and insights on helping teachers build ownership and agency for students in their mathematics classrooms. We discuss how some teacher moves ultimately shut the door on students seeking higher levels of mathematics, and how young people are thinking beings and are capable of doing high level thinking, even if a data point may say they are "low" and how having agency as a mathematician is going to be more impactful on humanizing mathematical experiences than the traditional “I do, we do, you do” model of math teaching.You’ll Learn: How some approaches to teaching mathematics can ultimately shut the door on students to seeking out higher levels of mathematics;Once you see student strategies and developmental approaches, you can’t unsee them;Why we need to be intentional about positioning ourselves as a co-learner instead of the expert in math class; and,How to teach the practice standards through content and not vice versa.Resources: Rethinking the gradual release model - An article from Tim McCaffrey.Mike Lipnos on X @mlipnos Mike Lipnos Email: [email protected] MathematicsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Join us in the latest episode as we dive into the world of mathematics education with Shayla Heavner, the visionary founder of MathBait™. With over a decade of experience and a prestigious Sarah D. Barder Fellowship Award for teaching excellence under her belt, Shayla has been on a mission to revolutionize math education.As a certified online teacher and master reviewer for Quality Matters, Shayla shares insights on the significance of quality, highly engaging material that is accessible to all students. She explores the power of storytelling as a versatile tool across all levels of math education, shedding light on how it can not only captivate students but also serve as a gateway to deeper conceptual exploration.You’ll Learn: Why teaching for conceptual understanding first is critical to ensure students are empowered to reason and prove;Why storytelling is a powerful tool for all levels of mathematics education;Why there must be quality, Highly Engaging Material Accessible to ALL students;How can we use storytelling in an effective way to not only engage but lower the floor to dig into mathematics conceptually;Resources: www.MathBait.comhttps://bit.ly/numbervillehttps://www.facebook.com/mathbaithttps://www.instagram.com/mathbait/https://twitter.com/MathBait District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

In this where are they now mentoring moment episode we speak again with Adam Love; Adam joined us back on episode 120 when he was as first year teacher from Myrtle Beach South Carolina. 3 years later and a wealth of ideas, teaching strategies, and many lessons learned Adam is here to discuss how to help students show their thinking in multiple ways. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. You’ll Learn: How do I help students use models and strategies over the algorithms? How do I keep students on task when I’m working in small groups?Why you need to be crystal clear with expectations around demonstrating understanding.Resources: Make Math Moments Problem Based Lessons & UnitsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Get ready Math Moment Makers for a great “call” with Crystal Frommert, who will be sharing some great tips and strategies that we can put to use to promote productive conversations with parents - especially when the news isn’t necessarily positive. We’ve all been there before: a student is experiencing struggles in our math class and the time has come where we must make that informative call to ensure parents are in the know. Let’s reframe how we look at conversations with parents by leveraging some of the ideas that Crystal shares in her book, When Calling Parents Isn’t Your Calling. You’ll Learn: Why the first conversation you have with parents is an opportunity to ensure they know you have their child’s best interests in mind;What language swaps should educators being using to create a welcoming vibe; How to communicate a student’s mathematical progress to a parent/caregiver with clarity, empathy, and hope.Resources: Illustrative Mathematicshttps://twitter.com/mrs_frommert https://www.CrystalFrommert.com  District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Are you on track to hit the goals you set out for yourself, your school, your district? It’s December, which often marks the half-way point of the school year and also a great time to check your progress on your program’s action plan. It’s quite likely that the busy-ness of school has taken you away from your intended focus on what really matters in your school or district’s math program. In this episode Kyle and Jon share why we need to define our objectives (Rocks) and how to stay focused when there are so many distractions that seem urgent so that when the end of the year comes we can look back to our progress and know that we’re moving toward our targets.You’ll Learn: Why we need to define what our “rocks” are and what matters most in our math programs;How to know when you’re focussing on the wrong things;  What we can do today to pivot and focus on the right things in our math classrooms; Why the biggest thing is to make the biggest thing the biggest thing. Resources: What Matters Most in a Successful Math Program - Workbook & WebinarTake the Make Math Moments Math Program Assessment Tool [Classroom Teacher & Leader Versions]Join the Academy - Free for 30 DaysDistrict Leader Resources:Take the Make Math Moments Math Program Assessment Tool The Make Math Moments District Planning Workbook [First 3 pages] Learn About Our District Improvement ProgramAre you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with us!Other Useful Resources and Supports: Make Math Moments Framework [Blog Article]Make Math Moments Problem-Based Lessons & UnitsLove the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

We welcome back Ryan Kinzler, an 8th grade teacher from Pittsburg. Ryan is here to fill us in on the changes he’s made in his classroom since he last spoke with us over two years ago. He shares how the teacher moves he implemented resulted in his best year ever and then subsequently followed by his worst year ever. In this episode we dig into the differences between the two years and help Ryan set himself up for another great year. This is another Math Mentoring Moment episode where we talk with a member of the Math Moment Maker Community who is working through problems of practice and together we brainstorm possible next steps and strategies to overcome them. You’ll Learn: Why avoiding the rush to advice giving is critical while students are productively struggling; Why focusing on listening and observing trumps covering the curriculum; Why teachers should seriously consider mentorship or coaching conversations during the summer to help make bigger shifts in your practice;Why it is important to think of your own definition of success in your classroom; How to help students with their own definition of success and giving them steps to achieve it; and, How can you help students with mindset by rewarding the behaviour and not the result.Resources: Make Math Moments Problem Based Lessons & UnitsAssessment For Growth Course [An online course] District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

“I’m not a math person.” I’m sure that is something you two have heard more than once. But have you ever heard someone say, “I am not a reading person?” It seemingly is socially acceptable to be bad at math, but there may be more to it, including the underdiagnosis of dyscalculia. The research shows… Dyscalculia is less well known, and there are fewer screening and diagnostic tools (Jaya, 2009), but its prevalence is similar to dyslexia- 5-7% of the population (Menon et al., 2020; Price & Ansari, 2013; Santos et al., 2022). Add to that an estimated comorbidity of 35-70% with other neurological disabilities, including dyslexia, and suddenly there are a staggering number of students who are at risk of failing math when early identification and intervention can mitigate the problem in many cases (Kisler et al., 2021; Litkowski et al., 2020).In the last 20 years, there has been a push to address illiteracy through early identification with universal screeners, but the same focus has yet to be there for innumeracy. Even with the increased need for math skills due to technology, there have yet to be national campaigns to address the problem (Bryant, 2008; De Visscher, 2018; National Center for Education Statistics, 2022).Dr. Sandra Elliot, Ph.D., has spent over four decades working in education as a Special Education teacher, a five-time principal in Florida and Colorado, and a district-level administrator. She is now making it her mission to champion increased awareness of dyscalculia. You’ll Learn: What is dyscalculia? Dyslexia vs. dyscalculiaIn the last 20 years, there has been a push to address illiteracy through early identification with universal screeners, but the same focus has not been there for innumeracy. Even with the increased need for math skills due to technology, there have not been national campaigns to address the problem (Bryant, 2008; De Visscher, 2018; National Center for Education Statistics, 2022).Underdiagnosis and the academic and social consequences;Importance of early detection and intervention;Best practices for screening and intervention;Resources: https://touchmath.com/ https://dysctest.com/ Social Media Accounts:(List the links to all of your social media accounts)https://www.facebook.com/TouchMath/https://www.instagram.com/touchmath.official/https://twitter.com/touchmath/https://www.linkedin.com/company/touchmath/ https://www.Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

This week we bring on another 2023 Make Math Moments Virtual Summit speaker: Fawn Nguyen! Fawn is on the Math Advance Team at Amplify Desmos Math. She was a math coach for a K-8 school district for three years. Before that, Fawn was a middle school teacher for 30 years. Fawn was the 2014 Ventura County Teacher of the Year. In 2009, she was awarded the Math Teacher Hero from Raytheon. In 2005, she was awarded the Sarah D. Barder Fellowship from the Johns Hopkins Center for Talented Youth.Fawn will share why understanding the impact of your past choices in the classroom is necessary for your growth, how learning how to visualize mathematics allows educators to break free from the rush to the algorithm, and how to teach with the website visualpatterns.org the right way!You’ll Learn: Why understanding the impact of your past choices in the classroom is necessary for your growth;How learning how to visualize mathematics allows educators to break free from the rush to the algorithm;How to embed the 8 mathematical practice standards into you classroom lessons; Practical classroom routines to amplify student discourse; How to teach with the website visualpatterns.org the right way! And, Why math class could and should be as fun as recess; Resources: Twitter: @fawnnguyen [email protected] https://Visualpatterns.org Grassroots WorkshopsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Join us for a lovely chat with Kendra Jacobs about mathematizing our world around us and bringing it into our classrooms. Listen in and learn the one simple thing you can do in your classroom to get students to enjoy mathematics instead of despise it. Kendra is an adjunct professor at the University of British Columbia Okanagan, facilitating ‘Teaching Children Numeracy’ and ‘Numeracy for Diverse Learners’. She is the founder of Mathematizing 247, where her mission is to inspire and empower elementary teachers to create engaging, joyful, and equitable math opportunities.She works as a part-time classroom support teacher, alongside educators to support strong numeracy instruction that nurtures the development of joyful, independent learners.You’ll Learn: The one simple thing you can do in your classroom to get students to enjoy mathematics; Why we as educators need to ensure that our students don’t perceive mathematics as only a societal access gateway;Why picking one particular part of your day to begin intentionally bringing out the mathematics is the best way to start; and,Why leveraging oral language and curiosity can bring joy into mathematics learning experiences.Resources: Pumpkin Time Bomb ActivityKendra Jacob’s Instagram @mathematizing247www.mathematizing247.comDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

On today’s show, we’re bringing on Sunil Singh, a colleague, friend, and fellow Ontarian from the math education world for a second time. Sunil, the author of three books (Life of Pi, Math Recess, and Chasing Rabbits) with his fourth on the way (Sonic Seducer), joins us to share his unique insights into effective teaching and learning of mathematics. In this episode, Sunil highlights the significance of rich, narrative-driven mathematical content in facilitating engaging teaching experiences. He unveils the two essential pillars for becoming an effective math teacher, while also unraveling why the number 70 is weird and its potential to captivate students' attention. Sunil guides us through the strategic elements that school districts should prioritize when shaping professional development plans for math educators. He introduces the concept of developing a K-Lifetime mathematics program, emphasizing the importance of cultivating lifelong mathematical curiosity. You’ll Learn: Why finding good, rich content that tells the story of mathematics is important for effective teaching and learning of mathematics;The two things you need to strengthen to be an effective math teacher;Why 70 is a weird number and how you can use that fact to uplift your students; What school districts should focus on when developing their professional development plan; How to develop a K-Lifetime mathematics program; Why helping your students to trust mathematics is one of the most important outcomes you can have as an educator.Resources: Sunil Singh on Twitter (X)District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

In today's episode, we had the privilege of sitting down with author, speaker, educator, Rick Wormeli. Rick is a true trailblazer in the field of education, and he brought a wealth of wisdom and experience to our conversation.In this engaging discussion, Rick delved into some thought-provoking ideas that challenge conventional teaching practices in mathematics. He passionately emphasized why assigning a large number of problems might not be the most effective way to help students learn and why it's crucial to understand that the person doing the editing is the one truly engaging with the material. Rick also shared his insights on the power of intentional purpose in assignments, the importance of cultivating empathy for students new to math, and the interconnectedness of pedagogy and mathematics content.Furthermore, Rick introduced a bold notion—that teaching the same course year after year may not be the most effective approach for educators or students. His unique perspective on this topic invites us to reconsider the dynamics of teaching and its impact on student outcomes.Prepare to be inspired and challenged as Rick Wormeli takes us on a journey of rethinking math education. It's a conversation you won't want to miss, so let's dive right in!You’ll Learn: Why assigning a large amount of problems is more of an endurance test instead of a learning activity;Why whomever is doing the editing of the work is doing the learning of the work; Why assigning less with more intentional purpose is more powerful than doing many of the same task repeatedly;Why educators must develop an empathy for first time eyes in math class;Why you cannot effectively be intimate with the repertoire or array of teaching pedagogies without being intimate with the mathematics content;Why it is better for effective teaching practices and student outcomes if a teacher does NOT teach the same course year to year;Resources: Illustrative MathematicsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Pam Harris is here and she’s changing the way we view and teach mathematics. She is a mom, a former high school math teacher, a university lecturer, an author, and a mathematics teachers educator. In this session Pam is going to share how and why you need to use problem strings to get your students thinking and making connections among strategies. She’s also sharing insight into her 2023 Make Math Moments Virtual Summit session: Talking About Talking. You’ll Learn: Why and when you should use problem strings in your math class regardless of the age of your students; Why you should use already created problem strings before attempting to create your own;How to create your own problem strings for an upcoming topic; Learn 2 key teachers prompts you need to use when teaching with problem strings;How do you create discourse in math class that is not trivial; Resources: Math Is FigureoutableRegister for the 2023 Make Math Moments Virtual Summit Enter the Share the Summit Giveaway to win over $15,000 in PrizesDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

On this episode we speak with Jason Garner, a veteran 5th grade teacher of 15 years. Jason joined us on episode 127 and we’ve brought him back to provide an update on his journey. After spending the last two years being more intentional in his problem based lessons Jason seeks guidance on how to help students stick with problems a little longer when they lack the prerequisite skills needed to succeed. Join us to discover Jason’s big a-ha moments and hear the answer to this common math classroom issue. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. You’ll Learn: How we can teach problem based lessons when students don’t have the mathematical background to engage in productive struggle; Why planning and posing purposeful questions is essential to ensure that the struggle remains productive during the problem solving process;How we can give ourselves permission to teach when using problem based lessons; Resources: Make Math Moments Problem Based Lessons & UnitsMake Math Moments Online WorkshopDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

In this episode, we’ll dive into a conversation with Dr. Kristopher Childs, a Mathematics Educator, Presenter, and Speaker from Orlando, Florida. Kris joins us for an insightful conversation about shifting professional learning opportunities for districts, schools, and teachers. Join in and you learn what truly engaging mathematics professional learning needs to look like, why equity is just a buzzword in education rather than something we actually care about, and why real change needs to start with you! You’ll Learn: Why we need to define (or redefine) what engaging in mathematics truly is?How do we make practical sense of mathematics and bring true application to the mathematics classroom;Why seeing is believing in mathematics professional development;Why real change in education starts with you;Why it isn’t about whether you can do all things, but rather are you doing the things you CAN do?Resources: http://kristopherchilds.com/ Pre-register for the Make Math Moments Virtual SummitDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

In this episode we bring back Shawn Hershey, a math interventionist teacher and department chair from Pennsylvania. Shawn joined us back in episode 223 and we discussed how to strengthen his math team. This time around Shawn is seeking advice on how to create alignment across his school’s K-12 grade bands. He has seen individual pockets of success in his school but knows that if his teachers are working toward common objectives that alignment will strengthen their team and the students they work with. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. You’ll Learn: How to set realistic and measurable goals that drive sustainable change in math education;How to help the teachers you work with without seeming like you’re adding more to their plate;How can I structure professional development so it fits into a busy teacher schedulesResources: The Magic Wand Wish List Workbook - https://makemathmoments.com/whatmatters/ Make Math Moments Problem Based Lessons & UnitsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Today we speak with Robert Barth, a high school math teacher from the South side of Chicago. Robert shares his experience with teaching with the original flipped classroom model and how he’s morphed it over the years to incorporate Peter Liljedahl’s work on Building Thinking Classrooms and the Make Math Moments “Real” Flipped Classroom approach incorporating teaching through task. Listen in as Robert wonders how to engage students who give push back when working in groups and sharing their thinking. You’ll hear about teacher moves you can make to motivate students who seem to be unwilling to engage and how to balance your class time between “group thinking” and “individual thinking”. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. You’ll Learn: Why the “double-flipped” classroom model might be helpful for those who have struggled to implement problem based lessons in the past;Why taking the time to be explicit with students as to why we do what we do in math class; The teacher moves we can leverage to motivate students who seem unwilling to engage;Why too much “group-think” time can may limit the necessary “individual-think” time that students need to individually reflect; and,How we can incorporate routines to intentionally promote the development of relational trust in our mathematics communities.Resources: Quiet - Susan Cain [Book]Episode 204: How To Craft Mentoring Moments - Jim StrachanMake Math Moments Problem Based Lessons & UnitsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

We welcome Lisa Marentette onto the podcast to discuss how to transition from 9 years in the Kindergarten classroom environment into the grade 2 classroom. After so many years in the Kindergarten classroom, she wonders what changes she needs to make to the structure of her mathematics program to “fit” the grade 2 classroom environment and how she can ensure that all students leave her class well-positioned to tackle the math challenges that lay before them in grade 3.This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. If you have a math class “pebble in your shoe” you’d like to work through, take less than 2 minutes to book a Math Mentoring Moment Call with us and before you know it, you’ll be on a call with us to chat all things math!You’ll Learn: How do I ensure that I don’t miss anything and kids don’t miss some fundamental building blocks; How to prioritize what really matters in your classroom; How do I emulate a play-based kindergarten program in my grade 2 class?What should my math block look like?Resources: Make Math Moments Problem Based Lessons & UnitsElementary and Middle School Mathematics: Teaching Developmentally by John Van de Walle [Book]Figuring Out Fluency by Jennifer Bay Williams [Book]District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

In this episode we bring back on the podcast for the third time the godfather of the Thinking Classroom Peter Liljedahl. We spoke with Peter way back on episode 21 of the podcast about how he built the components of the thinking classroom, episode 98 on group work and how to choose tasks, and in this episode Peter breaks down the three components of closing your lessons so students walk away feeling confident and connected to the learning that took place. You’ll Learn: Why it is so uplifting when an entire group is speaking about the same idea;How to see improvement with your students when Building A Thinking Classroom;Why Building Thinking Classrooms is still a problem to be solved;Why the “closing out of the lesson” is one of the most important elements of a Thinking Classrooms Lesson;Why we need to improve student experiences in math class;Why you need to close out the lesson by tying a bow on it;Why worked examples can carry a lot of benefit in how we construct them, but also how we review or reference them; What is the difference between closing out a lesson and consolidating a lesson?Resources: Building Thinking ClassroomsMake Math Moments Problem Based Units & TasksDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

In our latest episode, we dive into a topic of utmost importance: maintaining a harmonious equilibrium between achieving success and nurturing your well being as an educator. Join us as we explore invaluable insights that equip you with the tools to avoid burnout while making strides in your teaching journey.Discover the art of sustaining the energy required to be an effective math teacher. We unravel practical strategies to strike a balance between the demands of teaching and preserving your own vitality, ensuring a sustainable and fulfilling career.Learn the liberating lesson of acknowledging that you don't have to do everything at all times. We delve into the power of setting realistic expectations and making peace with prioritization, freeing you from the burden of unnecessary stress.Fuel your motivation to aim higher by forging a support network that uplifts you. Uncover the transformative influence of surrounding yourself with like-minded peers who share your ambitions, providing a nurturing environment to nurture your teaching fire.You’ll Learn: How do I sustain the work needed to become an effective math teacher; How to make peace that you can’t do EVERYTHING all of the time; Why finding a support network can fuel your fire to strive for more; What structure helps me focus on what really matters in math classrooms; and, How priming your mindset can help you avoiding burnout; Resources: Take the Make Math Moments Math Program Assessment Tool [Classroom Teacher & Leader Versions]Join the Academy - Free for 30 DaysDistrict Leader Resources:Take the Make Math Moments Math Program Assessment Tool The Make Math Moments District Planning Workbook [First 3 pages] Learn About Our District Improvement ProgramAre you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with us!Other Useful Resources and Supports: Make Math Moments Framework [Blog Article]Make Math Moments Problem-Based Lessons & UnitsLove the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

This week, California high school mathematics teacher leader Giovanni Patalano returns to continue where we left off last time. While his goal is still clear in that he strives to assist in pushing practice forward in his school and across the district, today we dig into where that work might begin to ensure that there is enough alignment across his team. Should Gio and his colleagues dig into filling the gap in the canopy of their mathematics program tree by investigating a common curriculum resource or might they begin in the branches, tinkering with different pedagogical practices to seek out small wins?This is another Math Mentoring Moment Episode where we speak with a member of the Math Moment Maker Community where together we brainstorm strategies and next steps for teachers to overcome pebbles they have in their shoe by growing all six parts of their Mathematics Program.You’ll Learn: What barriers are blocking the progress of teacher pedagogy shifts in mathematics and how to overcome them;How we can help support our educators to overcome misalignment challenges across a district;How can we focus both on the big picture for district wide goals, while leaving space for different schools to dig into different parts of their mathematics program tree?How can a school level teacher leader help to influence the direction of district wide initiatives when there may be too many priorities and not enough support?Resources: Take the Make Math Moments Math Program Assessment Tool [Classroom Teacher & Leader Versions]Join the Academy - Free for 30 DaysDistrict Leader Resources:Take the Make Math Moments Math Program Assessment Tool The Make Math Moments District Planning Workbook [First 3 pages] Learn About Our District Improvement ProgramAre you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with us!Other Useful Resources and Supports: Make Math Moments Framework [Blog Article]Make Math Moments Problem-Based Lessons & UnitsLove the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Today you’ll hear from Yvette Lehman, an elementary educator from Windsor, Ontario. Yvette is a Primary and Junior Division Teacher Consultant for the Greater Essex County Board of Education and if the name seems familiar then you’re right, we have referenced Yvette’s work numerous times here on the podcast as she’s also a colleague of Kyle’s and a fantastic part of the Make Math Moments curriculum writing team and presented numerous times at the annual Make Math Moments Virtual Summit. Our conversation kicks off by unraveling the essential qualities of district leaders of mathematics. Discover why being bold, focused, and mathematically proficient is crucial for driving transformative change in math instruction across districts. You’ll gain valuable strategies and perspectives that position leaders to create a lasting impact on math education.Yvette shares how recognizing the challenges teachers face is vital to supporting their growth. We delve into how educators can identify when they are feeling overwhelmed and drowning in their responsibilities and we uncover effective ways leaders can offer assistance and resources, ensuring teachers feel supported and empowered to navigate their teaching journey successfully.Let’s get ready to dive in. You’ll Learn: Why district leaders of mathematics need to be bold, focused, and mathematically proficient so they are best positioned to change math instruction in their district; How do you help teachers recognize that they are drowning? How having a supportive “other” encourages you to keep your learning going; What transformative PD support looks like in a large district; Resources: Access Problem-Based Math Lessons and Full UnitsYvette Lehman on TwitterDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

This week we spoke with Lauren Sawyer, a middle school math teacher from the Chicago area. Lauren has been implementing Peter Lilijedahl’s work Building Thinking Classrooms and is trying to find the right balance between collaborative work and individual think time. In this episode we help Lauren limit the illusion of understanding students may get when students are working in groups, determining the right time to schedule individual think time in her lessons, and how she can truly assess her students. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. If you have a math class “pebble in your shoe” you’d like to work through, take less than 2 minutes to book a Math Mentoring Moment Call with us and before you know it, you’ll be on a call with us to chat all things math!You’ll Learn: How do I balance individual work time and group work time?How can we limit the illusion of understanding some students may have when working in groups; How can I truly assess students’ understanding when working in groups; When is the right time to schedule individual think time in a Building Thinking Classroom; and,  How I can offer opportunities for students to think collaboratively AND independently every day. Resources: Make Math Moments Problem Based Lessons & UnitsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

In this “Where are they now” Math Mentoring Moment Episode, we bring back Jeremy Sarzana, a high school math teacher at a Vocational High School in Boston, Massachusetts. Jeremy shares concerns over how to keep “flow” in his math classes when many of his students are engaging at varying levels. Stick around to hear Jeremey realize how to plan beyond the lesson of the day to ensure he’s meeting the needs of all his students. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. You’ll Learn: Why starting with a problem is so impactful for students in a math classroom;How thin slicing can be a great tool to help you arrive at your intended learning objective;How to engage students with the distance between two points formula; How to decide what I should focus on first when designing the structures in my classroom; and,  How do I ensure I’m challenging my students enough when teaching through problem-based lessons?Resources: Make Math Moments Problem Based Lessons & UnitsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Today we’re releasing a replay episode where we spoke with Nick Rhodes who has been teaching online in one of the largest cyber schools in America. Nick shares his story from transforming from a rock band front man to working in accounting to teaching math to being a founding member of our Make Math Moments Academy to becoming a rockstar online teacher! Nick wonders how to adjust his assessment practices so they line up with his problem based approach to teaching. This is another  Math Mentoring Moment episode where we talk with a member of the Math Moment Maker Community who is working through struggles and together we brainstorm possible next steps and strategies to overcome them. You’ll Learn: How to morph your existing assessment practices to align with problem-based teaching; How Desmos can be utilized when teaching solely online; How to choose technology to maximize learning; How to use observations, conversations and products to assess students; and, How can we use standards based grading when promoting growth. Resources: No Bikes Allowed! [Make Math Moments Problem Based Task] Are You Picky Enough? [Make Math Moments Online Course]Make Math Moments Online Workshop [12-Week, Self-Paced Online Course]Assessment For Growth - OPEN ACCESS TO MODULE 1 [Make Math Moments Online Course]The 3 Act Math Task Beginners GuideMake Math Moments 3-Part FrameworkA Hero’s Journey In Math ClassLove the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

In this "Where Are They Now?" episode, we reconnect with Tom Marker, a dedicated 6th grade teacher from Ohio, who continues to inspire us with his dedication to improving his teaching strategies. We dive into another conversation with Tom where we tackle: Helping Students Break Away from Calculator Reliance: Tom explores effective strategies to liberate students from overreliance on calculators. Discover how he empowers his students to develop mental math skills, fostering a deep understanding of numerical concepts and building confidence in their own mathematical abilities.Nurturing Curiosity for Lifelong Learning: As educators, it is crucial to cultivate and sustain students' natural curiosity for learning. Tom shares his insights on how to keep that flame alive, ensuring students remain engaged, motivated, and eager to explore the fascinating world of mathematics.Embracing Flexibility for Strengthened Number Sense: By encouraging students to embrace flexibility in their problem-solving approaches, Tom unveils the transformative power of fostering a strong number sense. Explore how this flexibility enhances students' mathematical reasoning, adaptability, and overall problem-solving skills.Building Confidence through Problem Strings: Tom takes us on a journey into the world of problem strings—a powerful tool he employs to boost students' confidence in mathematics. Learn how problem strings can provide students with a supportive and structured environment, allowing them to tackle progressively challenging problems while fostering a growth mindset.With each passing episode, Tom Marker continues to inspire educators, parents, and learners alike, offering practical advice and unique perspectives on mathematics education. Join us as we delve deeper into his ongoing successes, challenges, and the transformative impact he continues to have in his classroom and beyond.Tune in to this engaging follow-up episode as we embark on a riveting conversation with Tom Marker, dedicated to unleashing the full potential of our students through innovative math education strategies.This is another Math Mentoring Moment episode where we talk with a member of the Math Moment Maker Community who is working through problems of practice and together we brainstorm possible next steps and strategies to overcome them. You’ll Learn: How to help students break away from their reliance on the calculator;Why it is so important to help students keep that curiosity for learning going as long as we can;Why giving students the freedom to be flexible with their answers will strengthen their number sense; How you can use problem strings to build students’ confidence in mathematics;Resources: How To Start The School Year Off RightMake Math Moments Problem Based Lessons & UnitsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice,Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Join us in our latest podcast episode as we dive into an important discussion about improving mathematics instruction and ensuring accessibility for all students. In this episode, we reflect on the common tendency to focus solely on students who are struggling or behind in math, neglecting those who are "lost in the middle" or above grade level but lacking appropriate support and differentiation.We explore how we can broaden our definition of differentiation to encompass all students, regardless of their current level of achievement. We also delve into the concept of low floor, high ceiling lessons and how they can effectively serve all learners. Additionally, we address the importance of supporting motivated students in grades 6 to 12 who often find themselves navigating their learning independently.You’ll Learn: How are low floor, high ceiling lessons serving or undeserving ALL students?How do we truly help ALL students in our multi-leveled classroom?What is the real flipped classroom? When is the best time to use Khan Academy?Why AI tools in mathematics have a long way to go before replacing a classroom experience. Should tutoring be our answer for next level support?Resources: Mathigon CoursesKhan AcademyKnowledgehookMathify: Formerly Homework Help Prepbox.io District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Today we speak with Cara Carbone, a high school teacher from Bellingham Washington. Cara is here to share a pebble in her shoe around engaging her high achieving students with rich tasks. She implements some low floor/high ceiling tasks but struggles to do this consistently due to time constraints and the large number of preps she has during the year. Stick around and you’ll hear how we help Cara reshape the resources pulled from online sources and Teachers Pay Teachers into meaningful, engaging experiences for her students. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. You’ll Learn: Engage your students using resources you already have;Modify textbook problems and exercises so that they spark curiosity in your students;Use the Make Math Moments Curiosity Path so that your students will not only love math class but also learn to think deeply;Resources: Make Math Moments Problem Based Lessons & UnitsHow To Transform Your Textbook Into A Curiosity Machine [A free course]District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now.Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

In this episode, we had the pleasure of speaking with Amy Buchheit, an instructional coach from the Chicago area. In our chat, Amy discusses her current mathematics leader pebble related to creating measurable professional development (PD) goals in mathematics that can truly shift teacher practice and in turn, increase student achievement.One of the speed bumps educators face in implementing the professional learning they have engaged with is finding the time to do it well. Stick with us as we share practical strategies to address this common issue and much more. If you're a mathematics leader looking to find ways to deepen the implementation of the professional development practices you’ve been focusing on, tune in to hear what was shared and learned through this conversation with Amy.This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. What You’ll Learn: Developing Measurable PD Goals that Lead to Lasting Teacher Practice Changes.Maximizing Student Outcomes through Effective Professional Learning Communities.Overcoming Time Constraints: Strategies to Help Busy Teachers Prioritize PD.Resources: Make Math Moments Problem Based Lessons & UnitsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Without a clear, concise and well-communicated mathematics vision and a sustainable professional development plan rooted in relevant, attainable, research-based and measurable goals, your teachers will continue to work on disconnected pieces of effective mathematics instruction that can only lead to pockets of success instead of systemic change in mathematics teaching practice and student achievement.In this episode we’re sharing our webinar on What Matters Most When Designing A Successful Math Program and we’ll outline why reporting the results of your professional development plan over the previous school year is so hard,  why you might not be seeing the results you’ve hoped for, and how you can break the cycle to ensure your progress and reporting at the next of next year goes off without a hitch.You’ll Learn: Why teaching math is hard and how you can make it easier for the educators you support;What matters most when designing high quality math professional development; and,How to set realistic and measurable goals that drive sustainable change in math education.Resources: Register For The Webinar To Get Your Planning KitDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Join us for an insightful conversation with Bill McCallum, co-founder of Illustrative Mathematics and a distinguished professor in mathematics education. In this episode, we delve into important topics that will transform your perspective on mathematics instruction. Discover what makes a problem engaging for students and how to identify struggling learners through classroom observations. Explore the power of connecting mathematics to meaningful stories and the potential impact of A.I. and digital tools on future instruction. Most importantly, learn why empowering students to do the math is crucial for their success. Don't miss this thought-provoking episode with one of the influential voices in mathematics education, Bill McCallum.You’ll Learn: What makes a problem or task engaging for students;Why looking at what is happening in the math classroom tells you more about a struggling student than the curriculum being leveraged in the classroom;How we can help students experience mathematics as a subject that has meaning, has a story and is connected;What could the future of mathematics instruction look like in the face of A.I. and digital tools?Why we need to let the kids do the math; Resources: Illustrative MathematicsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

In our recent podcast episode, we had the pleasure of hosting Jonathan Lind again. Jonathan is an experienced high school math teacher currently teaching at an American school in Qatar. Jonathan shared invaluable insights and practical strategies on how he transformed his assessment practices in his math class, leading to remarkable outcomes for his students.During our conversation, Jonathan delved into the following key ideas:Shifting from labeling students to using assessment for growth;Time-saving curriculum coverage with standards-based grading;Promoting student success through growth and proficiency days;Assessing Polya problem-solving techniques effectively;Designing a grading system to inspire student achievement;This is a Math Moment Maker Reflection episode where we talk with a member of our fantastic community who is working hard to continue reflecting and refining their practice to Make Math Moments with more students in their math classroom.You’ll Learn: How shifting from using assessments to label students to using assessment for growth can be a game changer in math class;How using standards based grading can save you time when trying to cover your curriculum; Why growth and proficiency days and smaller, but more frequent assessments can help more students achieve at higher levels in your math class;How the Polya problem solving model should be used and assessed in a math class;How to design your grading system to inspire students to achieve the fullest potential;Resources: Assessment For Growth [Course]Make Math Moments Problem-Based LessonsLearn more about Jon Lind at https://LindJonath.com Find him on Twitter @LindJonathAre you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with our team!Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

In this episode, we hop on a call with Andrea; a middle school mathematics educator and Texas native now living and teaching in Germany. Andrea joins us with a pebble she is dealing with regarding the connectedness of the content (or lack thereof) she is feeling with certain topics at the end of the unit. She even goes as far as to describe this issue with some topics as having all of the sprinkles throughout the unit to engage students and help them achieve, but no real “cupcake” by the end. This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. You’ll Learn: How negative experiences stick with us longer than positive ones and some ideas on how to ensure we aren’t accidentally creating them for our students;The importance of student ownership of their learning through authentic work; Why some concepts seem to lend themselves more to authentic work that students take ownership of while others don’t; and,What we can do when we feel that something isn’t connected by the end of a unit of study.Resources: Make Math Moments Problem Based Lessons & UnitsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

In this episode we chat with Jake Hickson, the System Math Lead for the Provincial and Demonstration Schools Branch of the Ministry of Education here in Ontario, Canada. Jake and his colleagues service students who are deaf/hard of hearing, blind/low-vision as well as students who have one or more identified learning disabilities.We chat with Jake about the challenges he faces as a district mathematics leader who is mentoring educators across three (3) buildings that span great distances. While Jake has access to some built-in professional learning structures, the amount of time and delivery format is certainly less than he would like in order to engage in effective mathematics professional development. Stick around and listen in as we help Jake shake his district leader pebble out of his shoe!This is a Math Mentoring Moment episode where we chat with a Math Moment Maker, just like you and guide them to some next steps in pushing their classroom or district leader practice forward.You’ll Learn: Why teaching using only “naked” problems is a problem;The role of strategies and mathematical models are necessary for students with and without learning challenges to build conceptual understanding;How to teach using “gourmet” pizza instead of serving up frozen pizzas each and every day; and, How mathematics leaders can still take steps forward in promoting professional development regardless of the logistical constraints that are working against you.Resources: Explore over 60+ Math Classroom Units on Make Math Moments  Learn how to run a 3 Act Math Task EffectivelyTake the Make Math Moments Math Program Assessment Tool [Classroom Teacher & Leader Versions]Get a 6-Step Plan For Growing Your Math Classroom by joining the Make Math Moments Academy Free for 30 DaysDistrict Leader Resources:Take the Make Math Moments Math Program Assessment Tool The Make Math Moments District Planning Workbook [First 3 pages] Learn About Our District Improvement ProgramAre you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with us!Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

In this Math Mentoring Moment episode we speak with a year 1 (first grade) teacher Sierra Classen in her second year of teaching from Melbourne, Australia. Listen in as we work through this common struggle we have all faced – either currently or in the past – related to students hyper focusing on answer getting over process.This is another Math Mentoring Moment Episode where we speak with a member of the Math Moment Maker Community where together we brainstorm strategies and next steps for teachers to overcome pebbles they have in their shoe by growing all six parts of their Mathematics Program.You’ll Learn: Strategies to help your students re-think the purpose of math class. How games can shape math lessonsWhy number talks are great culture buildersCharacteristics of effective math instructionTwo Types of questions you should avoid answering Resources: Characteristics of Effective Teaching of MathematicsPeter Lilejedahl’s websiteEpisode #11: Play Is The Engine Of Learning: An Interview with Dan Finkel TangramsRush hour (game)Spiralgraph SetTake the Make Math Moments Math Program Assessment Tool [Classroom Teacher & Leader Versions]Join the Academy - Free for 30 DaysDistrict Leader Resources:Take the Make Math Moments Math Program Assessment Tool The Make Math Moments District Planning Workbook [First 3 pages] Learn About Our District Improvement ProgramAre you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with us!Other Useful Resources and Supports: Make Math Moments Framework [Blog Article]Make Math Moments Problem-Based Lessons & UnitsLove the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Steve is a Mathematics Specialist and Vice Principal of Academics in his school from the Seattle, Washington area. Join us as we learn about Steve and the work he and his colleagues have been engaging in to improve the overall teaching and learning process of mathematics in their building.  While Steve shares that his team is “all-in” and “pulling the same wagon” we are pulling over here at Make Math Moments, they know that there is always a pebble kicking around in that shoe that needs a good shake-out.Stick around and we’ll hear about some of the current pebbles including how to “cover it all” when we are trying so hard to integrate mathematics teaching practices that we know are so important to build mathematically proficient students.This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them. You’ll Learn: How to build a culture of learning in mathematics at your school/district;Strategies to ensure that we still “cover” the standards while engaging in effective teaching practices;Why everyone needs a coach to keep pushing and learning; and,How you might push your mathematics program to the next step along your journey.Resources: Make Math Moments Problem Based Lessons & UnitsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

This week we speak with Giovanni Patalano, a high school mathematics teacher leader from California. Giovanni is striving to continue pushing mathematics teaching practice in his school and across the district, but feels like they’ve hit a rut in the road.  How can Giovanni assist his own school team of mathematics teachers continue making progress while also trying to help an overworked and understaffed district leadership team to continue making productive moves in the right direction? This is another Math Mentoring Moment Episode where we speak with a member of the Math Moment Maker Community where together we brainstorm strategies and next steps for teachers to overcome pebbles they have in their shoe by growing all six parts of their Mathematics Program.You’ll Learn: How can a school level teacher leader help to influence the direction of district wide initiatives when there may be too many priorities and not enough support?What PD structures can a teacher implement when on their own to plan and facilitate productive learning sessions?How can a teacher leader positively influence their peers and supervisors without stepping on toes?How can we focus both on the big picture for district wide goals, while leaving space for different schools to dig into different parts of their mathematics program tree?Resources: Take the Make Math Moments Math Program Assessment Tool [Classroom Teacher & Leader Versions]Join the Academy - Free for 30 DaysDistrict Leader Resources:Take the Make Math Moments Math Program Assessment Tool The Make Math Moments District Planning Workbook [First 3 pages] Learn About Our District Improvement ProgramAre you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with us!Other Useful Resources and Supports: Make Math Moments Framework [Blog Article]Make Math Moments Problem-Based Lessons & UnitsLove the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Teaching mathematics in school is complex and often misunderstood.This paper titled Why Are Learning And Teaching Mathematics So Difficult by Alan H. Schoenfeld does a great job shedding some light on why this is the case.He argues that teaching and learning math is complex because of these three (3) big ideas:Thinking Mathematically – What does it mean to do mathematics?The Learning Environment – Structuring classroom experiences to allow students to think mathematically.Cultural Surround – How surroundings help or deter students from experiencing mathematical thinking.In this episode we’ll help shed some light here on the first of those three (3) big ideas: Thinking Mathematically. elements connected to Schonfeld’s first big idea - thinking mathematically - and how you can successfully integrate them into your program without adding more stress and time to your already jam-packed work load. You’ll Learn: Why teaching and learning math is difficult; Techniques you can implement to make the teaching of math less difficult for you and your students;What you should focus on most in the classroom with students; and,How to strike a balance between the specific content standards you have to teach and ensuring your students are thinking mathematically.Resources: Take the Make Math Moments Math Program Assessment Tool [Classroom Teacher & Leader Versions]Join the Academy - Free for 30 DaysDistrict Leader Resources:Take the Make Math Moments Math Program Assessment Tool The Make Math Moments District Planning Workbook [First 3 pages] Learn About Our District Improvement ProgramAre you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with us!Other Useful Resources and Supports: Make Math Moments Framework [Blog Article]Make Math Moments Problem-Based Lessons & UnitsLove the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

We dug into some survey data around why teachers are limiting their PD experiences or completing opting out and the results are kind of shocking. Stick around and you’ll hear why teachers are opting out of math PD and what we can do to help these fellow educators. You’ll Learn: Why are teachers feeling overwhelmed this year?Why some district PD programs are great for their educators and why some need an overhaul;How can you ensure you are meeting your math PD goals for the year; and, How a district’s PD goals can align with its teacher’s goals. Resources: Take the Make Math Moments Math Program Assessment Tool [Classroom Teacher & Leader Versions]Join the Academy - Free for 30 DaysDistrict Leader Resources:Take the Make Math Moments Math Program Assessment Tool The Make Math Moments District Planning Workbook [First 3 pages] Learn About Our District Improvement ProgramAre you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with us!Other Useful Resources and Supports: Make Math Moments Framework [Blog Article]Make Math Moments Problem-Based Lessons & UnitsLove the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

This week we speak with Rose Piso, an elementary interventionist teacher from Seneca Valley. Rose is dedicated to helping her students feel confident, accomplished, and proud. Rose also knows that there are topics and strands that we teachers should spend more time developing conceptually with our students rather than simply showing students an algorithm and moving on. How can Rose help the teachers she works alongside with recognizing the importance of teaching developmentally? What strategies and structures can she put in place to strengthen her whole school’s math program? Stick around and find out. This is another Math Mentoring Moment Episode where we speak with a member of the math moment maker community where together we brainstorm strategies and next steps for teachers to overcome pebbles they have in their shoe. You’ll Learn: What PD structures can a teacher implement without the support of administration?How can a teacher influence their peers without stepping on toes?What are the most important big ideas to focus on when teaching mathematics?Resources: Take the Make Math Moments Math Program Assessment Tool [Classroom Teacher & Leader Versions]Join the Academy - Free for 30 DaysDistrict Leader Resources:Take the Make Math Moments Math Program Assessment Tool The Make Math Moments District Planning Workbook [First 3 pages] Learn About Our District Improvement ProgramAre you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with us!Other Useful Resources and Supports: Make Math Moments Framework [Blog Article]Make Math Moments Problem-Based Lessons & UnitsLove the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

Maybe you’ve recently come across the idea of a Dan Meyer-style 3 Act Math Task and you’re intrigued to give one a shot with hopes to engage your students and help better understand the mathematics you’re teaching. Or, maybe you’ve used 3 Act Math Tasks and use them as a regular routine in your mathematics program. While there are many mathematics teachers out there who love a great 3 Act Math Task, the reality is that there are many more educators out there who have given one a shot and decided to move on and not look back. What gives?In this episode, Kyle and Jon discuss why many math teachers leveraging 3 Act Math Tasks in their mathematics programs do not observe an actual increase in student achievement when compared to their pre-3 Act Math Task days.Stick around and you’ll learn how to strengthen how you utilize your classroom resources so that students will flourish. In today’s episode, we’ll be digging into the “leaves” which are one (1) of the six (6) areas of every strong mathematics program. You’ll Learn: Why 3 act math tasks haven’t been working (for you);What you need to consider when evaluating resources you find online and at conferences;What changes can you make to your lessons and resources to see improved engagement and deep learning with your students; and, Where you can find lessons, units, activities that compliment the values you have for your math classroom. Resources: Explore over 60+ Math Classroom Units on Make Math Moments  Learn how to run a 3 Act Math Task EffectivelyR2D2 Sticky Notes 3 Act Math TaskMath Is Visual Number Talk PromptsTake the Make Math Moments Math Program Assessment Tool [Classroom Teacher & Leader Versions]Get a 6-Step Plan For Growing Your Math Classroom by joining the Make Math Moments Academy Free for 30 DaysDistrict Leader Resources:Take the Make Math Moments Math Program Assessment Tool The Make Math Moments District Planning Workbook [First 3 pages] Learn About Our District Improvement ProgramAre you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with us!Love the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ 

In this Math Mentoring Moment episode we speak with a high school teacher who is in her second year of teaching. Teaching statistics and algebra 2, this educator became accustomed to teaching students who have come to class already motivated to learn mathematics. Now, she’s struggling to reach students working below grade level in a Remedial Math course. Stick around and you’ll hear us dig deep on what’s really going on in her classroom and what small changes she can make so students start saying “I got this” instead of “I don’t understand this at all”. This is another Math Mentoring Moment Episode where we speak with a member of the math moment maker community where together we brainstorm strategies and next steps for teachers to overcome pebbles they have in their shoe. You’ll Learn: How we can use varying approaches to help students when they say “I don’t understand anything”;What to focus on first when it seems kids aren’t “getting it”; and, How do we help students work along a concept continuum so they can make the gains they need.Resources: Take the Make Math Moments Math Program Assessment Tool [Classroom Teacher & Leader Versions]Join the Academy - Free for 30 DaysDistrict Leader Resources:Take the Make Math Moments Math Program Assessment Tool The Make Math Moments District Planning Workbook [First 3 pages] Learn About Our District Improvement ProgramAre you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with us!Other Useful Resources and Supports: Make Math Moments Framework [Blog Article]Make Math Moments Problem-Based Lessons & UnitsLove the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/