Like what you learned in Core Instruction in the Mathematics Classroom (Part 1): Foundations, but still ask, “What strategies can I use in my classroom to facilitate deep mathematical understanding?” This three-hour course is the second course in a two-part series that builds on the elements learned by diving deeply into the topics introduced in the previous course. You will learn about specific strategies and reflect on specific actions you can take in your classroom to plan instruction for standards alignment and mathematical rigor. 

Who should take this course? This course expands on Core Instruction in the Mathematics Classroom (Part 1): Foundations. Take this course if you are interested in more in-depth learning on strategies for improving core mathematics instruction.  

• Build on your learning from the first course with strategies you can implement in your math classroom to achieve rigor
• Learn how you can use the domain progressions in planning your mathematics instruction
• Explore how the standards for mathematical practice translate to teacher and student actions in the classroom and the strategies you can use to implement the standards
• Practice using the domains and standards to plan mathematics instruction that considers how students progress across grade levels

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Core Instruction in the Mathematics Classroom (Part 1): Foundations is a prerequisite to this course. Once you enroll in that course and complete all required activities, you will unlock the enrollment key which allows you to enroll in this course. Copy and paste the enrollment key when prompted to enroll in this course. If you have any challenges with this process, please contact Michele Walden-Doppke.

Have you ever wondered why some students require more specific instruction than others in the language of mathematics? Or how educators can support student development of vocabulary around mathematical concepts? This course will provide easy to implement practices you can do tomorrow.

Learning Objectives:

• Learn about the language of mathematics and the importance of vocabulary
• Understand the challenges of word problems
• Discover instructional practices to support language and vocabulary development

This self-paced course is one of the courses in the Reading: Foundational Skills pathway. Through this pathway, the goal is to develop an understanding of the foundational reading skills in the Common Core State Standards (CCSS), how these standards connect to the Science of Reading, and what instruction of each the following foundational skills should entail: print concepts, phonological awareness, phonics and word recognition, and fluency.  NOTE:  This course does not fulfill the Right to Read professional learning mandate.  
  

The goal of this course is for any educators, paraprofessionals, or anyone who supports students in reading to understand what phonological awareness is and how to support its development.   When we improve students phonological awareness skills, we improve their reading ability -- and the earlier, the better!

After completing this course, you will:

• Understand and be able to explain to others what phonological awareness is and why it is a critical foundational skill for all students to master
• Understand how phonological awareness relates to the Science of Reading and Structured Literacy
• Continue to build awareness of the progression of foundational skills in the CCSS (including phonological awareness) as Tier 1 instruction for all students in a Multi-Tiered System of Supports
• Clarify the what and how in teaching phonological awareness
  
• Clarify how to assess if students have the skills of phonological awareness mastered to inform instruction

Please note that Introduction to Reading: Foundational Skills is a prerequisite for enrolling in this course and Reading Foundational Skills: Print Concepts is a recommended prerequisite as these courses make a pathway.

Please note that this course is currently closed for enrollment. Contact Ellen Reinhardt if you are interested in scheduling this course for your team or sign up for our mailing list to be among the first to know when it is available.

Do You Want to Improve Your Students’ Writing?

During this twelve-hour course, you will learn an evidence-based pedagogy for how to teach your students to independently use the writing process whenever they write. This is a curriculum-agnostic approach focused on informational writing. You will learn specifically how to implement the core routines and scaffolds of Self-Regulated Strategy Development (SRSD). A combination of synchronous (live, online) and asynchronous (self-paced) sessions will be used to keep the course moving along and engaging.

Please note that the 1-hour self-paced course Self-Regulated Strategy Development for Writing - Overview is a prerequisite for this course. 

Learning Objectives

• Implement SRSD through the 6 core routines

• Describe how each major learning theory is seen in the 6 routines: explicit instruction, scaffolds, gradual release and formative assessment

• Explain the core theory of gradual release and how it underlies the 6 routines in SRSD

• Identify your plan for implementing the six main lessons in this framework

• Feel confident to implement the lessons

If you are interested in getting SRSD training for your school, please email mtss.bridgeri@gmail.com with your request and someone will help you schedule and plan for this virtual training.