AERO Critical Areas in Mathematics
Using Formative Assessment Data Addressing Unfinished Learning
With AERO Math & Science Consultant ERMA ANDERSON
DECEMBER 7, 2020 & JANUARY 18, 2021
3:00-4:00pm (Athens GMT+2)
OFFERED AT NO COST FOR NESA MEMBER & AFFILIATE SCHOOL MATH TEACHERS GRADES 6-12
The instructional challenges of this school year are unprecedented. Students returned in the fall with significant anxiety as well as considerable unfinished learning. AERO's Erma Anderson will lead two one-hour sessions as follow-ups to her summer webinar, "Using Mathematics Critical Areas to Address Unfinished Learning and Deepen Student Mathematical Understanding".
REGISTRATION FOR THESE WEBINARS HAS CLOSED
Instructional Plans for 2020-2021:
Using Formative Assessment Data Addressing Unfinished Learning in Mathematics
Using the recommendations from NCTM and NCSM, Moving Forward: Mathematics Learning in the Era of COVID-19, AERO provided a summer online session to NESA schools, "Using Mathematics Critical Areas to Address Unfinished Learning and Deepen Student Mathematical Understanding", to support schools in addressing Recommendations 1 and 2.
This fall, AERO is offering online follow-up sessions to address Recommendation 3:
|1. Develop a shared sense of the critical grade-level content that students must learn.|
|2. Develop a shared sense of the prerequisite knowledge for the critical grade-level content.|
|3. Use formative assessment strategies to gather evidence of student learning and use that data to provide “just-in time” support to move learning forward.|
|4. Focus instructional strategies on effective mathematics teaching practices.|
It is through formative assessment, interactive talk, ongoing dialogue, rich, formative questioning, and careful listening and reading, teachers can assess what kinds of scaffolds are appropriate and how much scaffolding is appropriate to address unfinished learning.
In these sessions, participants will...
- Use collected data from their formative assessments to identify unfinished learnings and misconceptions in mathematics;
- Identify instructional scaffolding strategies to address the identified unfinished learnings and misconceptions.
Science & Mathematics Consultant, including with the U.S. State Department's Office of Overseas Schools@Shamber2
ABOUT ERMA ANDERSON
Erma Anderson is a former high school physics and mathematics teacher and Albert Einstein Distinguished Fellow in the US Senate. She was a Senior Program Officer with the National Research Council assisting in the development of the National Science Education Standards and a Christa McAuliffe Fellow with the National Foundation for the Improvement of Education.
She has worked with the National Science Teachers Association on several projects including the Mentoring Initiative e-Mentoring for Student Success (eMSS), development of sciLINKS (www.sciLINKS.org), and Project Manager of Scope, Sequence and Coordination of Secondary School Science.