When did the teachers get the professional development needed to incorporate the math skills in their classes?
Our district started with small groups of teachers who demonstrated willingness. These teachers became school leaders who disseminated skill instruction and learning strategies by modeling and engaging everyone, such as small-group dialogue, cooperative-learning strategies, problem solving, gallery walks, and protocols (effective methods of communication). Next, all-school improvement days were allocated for mathematical staff development. Three-week summer sessions were then implemented to include learning opportunities that emphasized experimentation to increase teachers’ ability to help student learn mathematics by increasing teachers’ abilities to connect knowledge they were learning to what they already knew, to construct a coherent structure for the knowledge they were acquiring rather than learning a collection of isolated bits of information and disconnected skills, to engage teachers, who would then engage students, in inquiry and problem solving, and to take responsibility fo
Related Questions
- When did the teachers get the professional development needed to incorporate the math skills in their classes?
- Does professional development that supports 21st century skills involve communities and networks of teachers?
- Does professional development that supports 21st century skills rely on master teachers?
