Posted March 26, 2017
CORE’s Excellence in Education Blog post this month is on the importance of clearing out math misconceptions in order to make room for new knowledge. See what happened during one math professional learning session when students were certain about the wrong right answer.
Posted February 13, 2017
(By Dean Ballard, CORE’s Director of Mathematics)
I was working in a school district near Seattle a few weeks ago, doing math professional learning in the form of lesson studies in middle school math classes. Super fun time. In one sixth grade class I was teaching a lesson on “Finding the Percent of a Number.” As with any type of lesson modeling and even more extensively with lesson study, I met beforehand with teachers to review and revise the lesson as needed and agree on the focus areas for the lesson observation. In this case we were working on three areas – student engagement, discourse, and checking for understanding. We had a team of four teachers, the math coach, and the coordinator, all of whom would watch the lesson and debrief together afterwards.