Workshop: Advancing Mathematics with Teacher-Centered PD in Utah’s Jordan School District
The research is clear: students need to talk to learn. In every classroom, in every subject, student talk is what facilitates deeper learning.
But for mathematics classrooms, the teaching moves, the pedagogical practices, and ways to structure mathematics classrooms to get the most out of student engagement, are different.
In this conversation, we explore that with Amy Kinder, the K-12 Mathematics Administrator for Utah’s Jordan School District and former president of the Utah Council of Teachers of Mathematics.
A learner on a continuous journey herself, Amy’s work is focused on helping teachers and students in developing solid conceptual understanding of mathematics with rich and engaging learning opportunities.
What is meaningful student engagement in the mathematics classroom?
Student engagement, while vital in the mathematics classroom, can be hard to define.
Watch this conversation to explore with Amy:
Why quality student talk matters in the math classroom
Explore how to define student engagement in the math classroom, why it’s so important for learning mathematics, and what learning dynamics Utah’s Jordan School District is paying attention to most.
How personalized PD helps math teachers facilitate deeper learning through student talk
With a focus on the district’s professional development goals for the 2021-22 school year, Amy discusses the role that state mathematics standards play, as well as the essential teaching practices and frameworks at work, and how they’re communicated to teachers.
The programs and offerings Jordan provides their teachers to help support PD and instructional goals — and the focus on mathematical discourse.
Explore how integrating TeachFX into Amy’s district-wide system of instructional support has helped meet PD and instructional goals. From how instructional coaches focus on and evaluate the conversational learning dynamics in their coaching relationships, to supporting teachers in focusing on mathematical discourse as part of their own professional development, we’ll get specific, actionable advice from Amy.
