Presentations

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.

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?

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

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.