**Presentations**

## How To Create And Use Open Questions In Math Class

If you’ve heard about open questions and have wanted to try them but aren’t sure how to get started, then this is the mini workshop for you. It’ll help you feel more confident using them with your students as well as creating your own open questions or adjusting ones you find.

## Teaching & Assessing Math for Understanding

What kinds of questions do you ask to see not only whether students can do the math, but whether they understand the critical underlying ideas?

## Big Ideas

There are key ideas or essential understandings that underlie each strand or domain. What are they?

## Building Numeracy

Numeracy is basic to elementary math, but it does not just mean knowing the facts and knowing the algorithms. We need tasks that build flexibility with number.

## Reaching All Students

We can reach all students at the same time if we use open questions and parallel tasks effectively. Let’s see how that works.

## Building a School Math Focus

What can an administrator do to turn around a school mathematically?

## Home and School Strategies for Building Math Success

What are schools doing and what can parents do to help their children build more success and more appreciation of math?

## Creating Richer Math Conversations

We know students learn through more conversation. But how do you facilitate them? We’ll look at very specific strategies.

## It’s Not the Task: It’s the Follow Up

Many of us would argue that it’s less about the task itself and more about the questions teacher asks as and after students work on it.

## Focusing on Assets, Not Deficits

How do we teach so that instead of students constantly confronting what they cannot do, we let them show us what they can do and build from there?

## Cultivating Mathematical Reasoning

Reasoning is a critical part of math. What can teachers do to build students’ reasoning skills?

## Assessment and Feedback

It is critical to consider assessment for learning and assessment as learning and not just assessment of learning, but in all three cases, we need to think about what is the most important information to gather and how to gather it. It is also important to consider the kind of feedback we give our students to help them self-assess.

## Downloadable

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## Presentations

##### They were invested and engaged because your presentation is so relatable and meaningful. Thank you for sharing your insights and giving so many additional notes about pedagogy and our role as educators, beyond the curriculum expectations. Fantastic! I will build off your words for years to come!”

## 10–12

## Teaching & Assessing Math for Understanding

What kinds of questions do you ask to see not only whether students can do the math, but whether they understand the critical underlying ideas?

## Building a School Math Focus

What can an administrator do to turn around a school mathematically?

## Home and School Strategies for Building Math Success

What are schools doing and what can parents do to help their children build more success and more appreciation of math?

## Creating Richer Math Conversations

We know students learn through more conversation. But how do you facilitate them? We’ll look at very specific strategies.

## It’s Not the Task: It’s the Follow Up

Many of us would argue that it’s less about the task itself and more about the questions teacher asks as and after students work on it.

## Focusing on Assets, Not Deficits

How do we teach so that instead of students constantly confronting what they cannot do, we let them show us what they can do and build from there?

## Cultivating Mathematical Reasoning

Reasoning is a critical part of math. What can teachers do to build students’ reasoning skills?

## Assessment and Feedback

It is critical to consider assessment for learning and assessment as learning and not just assessment of learning, but in all three cases, we need to think about what is the most important information to gather and how to gather it. It is also important to consider the kind of feedback we give our students to help them self-assess.

## 4–6

## Teaching & Assessing Math for Understanding

What kinds of questions do you ask to see not only whether students can do the math, but whether they understand the critical underlying ideas?

## Building Numeracy

Numeracy is basic to elementary math, but it does not just mean knowing the facts and knowing the algorithms. We need tasks that build flexibility with number.

## Building a School Math Focus

What can an administrator do to turn around a school mathematically?

## Home and School Strategies for Building Math Success

What are schools doing and what can parents do to help their children build more success and more appreciation of math?

## Creating Richer Math Conversations

We know students learn through more conversation. But how do you facilitate them? We’ll look at very specific strategies.

## It’s Not the Task: It’s the Follow Up

Many of us would argue that it’s less about the task itself and more about the questions teacher asks as and after students work on it.

## Focusing on Assets, Not Deficits

How do we teach so that instead of students constantly confronting what they cannot do, we let them show us what they can do and build from there?

## Cultivating Mathematical Reasoning

Reasoning is a critical part of math. What can teachers do to build students’ reasoning skills?

## Assessment and Feedback

It is critical to consider assessment for learning and assessment as learning and not just assessment of learning, but in all three cases, we need to think about what is the most important information to gather and how to gather it. It is also important to consider the kind of feedback we give our students to help them self-assess.

## 7–12

## Teaching & Assessing Math for Understanding

## Building a School Math Focus

What can an administrator do to turn around a school mathematically?

## Home and School Strategies for Building Math Success

## Creating Richer Math Conversations

## It’s Not the Task: It’s the Follow Up

## Focusing on Assets, Not Deficits

## Cultivating Mathematical Reasoning

Reasoning is a critical part of math. What can teachers do to build students’ reasoning skills?

## Assessment and Feedback

## 7–9

## Teaching & Assessing Math for Understanding

## Building a School Math Focus

What can an administrator do to turn around a school mathematically?

## Home and School Strategies for Building Math Success

## Creating Richer Math Conversations

## It’s Not the Task: It’s the Follow Up

## Focusing on Assets, Not Deficits

## Cultivating Mathematical Reasoning

Reasoning is a critical part of math. What can teachers do to build students’ reasoning skills?

## Assessment and Feedback

## Administrators

## Building a School Math Focus

What can an administrator do to turn around a school mathematically?

## Algebra

## Teaching & Assessing Math for Understanding

## Big Ideas

There are key ideas or essential understandings that underlie each strand or domain. What are they?

## Reaching All Students

We can reach all students at the same time if we use open questions and parallel tasks effectively. Let’s see how that works.

## Creating Richer Math Conversations

## It’s Not the Task: It’s the Follow Up

## Focusing on Assets, Not Deficits

## Cultivating Mathematical Reasoning

Reasoning is a critical part of math. What can teachers do to build students’ reasoning skills?

## Assessment and Feedback

## Data

## Teaching & Assessing Math for Understanding

## Big Ideas

There are key ideas or essential understandings that underlie each strand or domain. What are they?

## Reaching All Students

We can reach all students at the same time if we use open questions and parallel tasks effectively. Let’s see how that works.

## Creating Richer Math Conversations

## It’s Not the Task: It’s the Follow Up

## Focusing on Assets, Not Deficits

## Cultivating Mathematical Reasoning

Reasoning is a critical part of math. What can teachers do to build students’ reasoning skills?

## Assessment and Feedback

## Geometry

## Teaching & Assessing Math for Understanding

## Big Ideas

There are key ideas or essential understandings that underlie each strand or domain. What are they?

## Reaching All Students

## Creating Richer Math Conversations

## It’s Not the Task: It’s the Follow Up

## Focusing on Assets, Not Deficits

## Cultivating Mathematical Reasoning

Reasoning is a critical part of math. What can teachers do to build students’ reasoning skills?

## Assessment and Feedback

## K–3

## Teaching & Assessing Math for Understanding

## Building Numeracy

Numeracy is basic to elementary math, but it does not just mean knowing the facts and knowing the algorithms. We need tasks that build flexibility with number.

## Building a School Math Focus

What can an administrator do to turn around a school mathematically?

## Home and School Strategies for Building Math Success

## Creating Richer Math Conversations

## It’s Not the Task: It’s the Follow Up

## Focusing on Assets, Not Deficits

## Cultivating Mathematical Reasoning

Reasoning is a critical part of math. What can teachers do to build students’ reasoning skills?

## Assessment and Feedback

## K–6

## Teaching & Assessing Math for Understanding

## Building Numeracy

## Building a School Math Focus

What can an administrator do to turn around a school mathematically?

## Home and School Strategies for Building Math Success

## Creating Richer Math Conversations

## It’s Not the Task: It’s the Follow Up

## Focusing on Assets, Not Deficits

## Cultivating Mathematical Reasoning

Reasoning is a critical part of math. What can teachers do to build students’ reasoning skills?

## Assessment and Feedback

## K–8

## Teaching & Assessing Math for Understanding

## Building Numeracy

## Building a School Math Focus

What can an administrator do to turn around a school mathematically?

## Home and School Strategies for Building Math Success

## Creating Richer Math Conversations

## It’s Not the Task: It’s the Follow Up

## Focusing on Assets, Not Deficits

## Cultivating Mathematical Reasoning

Reasoning is a critical part of math. What can teachers do to build students’ reasoning skills?

## Assessment and Feedback

## Measurement

## Teaching & Assessing Math for Understanding

## Big Ideas

There are key ideas or essential understandings that underlie each strand or domain. What are they?

## Reaching All Students

## Creating Richer Math Conversations

## It’s Not the Task: It’s the Follow Up

## Focusing on Assets, Not Deficits

## Cultivating Mathematical Reasoning

Reasoning is a critical part of math. What can teachers do to build students’ reasoning skills?

## Assessment and Feedback

## Number

## Teaching & Assessing Math for Understanding

## Big Ideas

There are key ideas or essential understandings that underlie each strand or domain. What are they?

## Building Numeracy

## Reaching All Students

## Creating Richer Math Conversations

## It’s Not the Task: It’s the Follow Up

## Focusing on Assets, Not Deficits

## Cultivating Mathematical Reasoning

Reasoning is a critical part of math. What can teachers do to build students’ reasoning skills?

## Assessment and Feedback

## Parents

## Home and School Strategies for Building Math Success

## Pattern

## Teaching & Assessing Math for Understanding

## Big Ideas

There are key ideas or essential understandings that underlie each strand or domain. What are they?

## Reaching All Students

## Creating Richer Math Conversations

## It’s Not the Task: It’s the Follow Up

## Focusing on Assets, Not Deficits

## Cultivating Mathematical Reasoning

Reasoning is a critical part of math. What can teachers do to build students’ reasoning skills?

## Assessment and Feedback

## Teachers

## Teaching & Assessing Math for Understanding

## Building Numeracy

## Reaching All Students

## Creating Richer Math Conversations

## It’s Not the Task: It’s the Follow Up

## Focusing on Assets, Not Deficits

## Cultivating Mathematical Reasoning

Reasoning is a critical part of math. What can teachers do to build students’ reasoning skills?