Mathematics is about problem-solving and critical thinking, not just about skills and procedures. Certainly, students need to be able to ‘DO’ the mathematics but they also need to understand, justify and critique.
Deepening our instruction or increasing our rigor can be elusive and ambiguous for educators. John Hattie’s Difficulty and Complexity Model clarifies what it means to provide rigor in math tasks. In this session, Laurie Ferry will explore Hattie’s model, provide example tasks and provide resources for where to find rich tasks for all K-12 math classrooms. This model goes beyond DOK and examines how iLearn defines its tasks and assesses Indiana students.
What does math instruction look like in a virtual or hybrid learning environment? What does engagement look like? What should a teacher look for in their own classroom as they build an engaging, meaningful mathematics classroom? In this session, Laurie Ferry will explore the look fors of engagement, scaffolding, tasks and student conversations and how a teacher can accomplish those look fors in a virtual/hybrid learning environment. She will be using a variety of Visible Learning sources and tools to demonstrate these look fors.
Engaging students in mathematical conversations encourages students to think critically and mathematically.
Laurie Ferry will be discussing John Hattie’s model of scaffolding from his book Visible Learning for Mathematics.