"A deeper understanding of Mathematical fluency enables us to envision what it means for our students to be mathematically proficient, and to shift teaching practices that shift our teaching from a focus on content to a focus on application and understanding"
Sue O'Connell and John SanGiovanni from Putting the Practices into Action
The aim of this series of instructional and collaborative professional learning experiences is to provide opportunities, ideas, and a venue for teachers to work collaboratively to enhance and further develop their Professional Capital (as described by Fullan and Hargreaves, cited in A Great School for All - ATA, 2012).
Guiding Questions for educators to consider
- What do I want my students to learn? (based on the Alberta Program of Studies)
- How will I know, track, evaluate, and communicate how well they are learning it?
- What activities, resources, and structures will I select to further student understanding?
Extending the EMPL Learning Opportunity
- Resources being created are meant to support follow-up learning opportunities where teachers will continue the conversation and have the opportunity for deeper and more personal reflection. Teachers will be invited to work collaboratively to develop instruction that:
- addresses the desired content (skill and knowledge) outcomes,
- determines the degree of mastery and fluency that students should be able to show,
- chooses appropriate resources and design learning activities to help their students develop their mathematical skills,
- evaluates the success of those activities in promoting student growth.
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