CREA - Essentials of Math Instruction (Cohort 3: Grades 4-8) - Bismarck & Minot - May 25, 26 & 27, 2027 [Multi-Day Series]

Description

This three-day professional development series engages math educators (Grades 4-8) in studying the progression of learning across middle grades and the key competencies of problem solving, connections, and reasoning and proof, in alignment with NDCC 15.1-21-12.2 requirements. Each session engages participants in experiential-based learning with activities from high-quality instructional materials through the viewpoint of students for reflection from an instructional and pedagogical lens.

 The Essentials of Math Instruction professional development opportunity will include the following:

Day 1 - Problem Solving Through Explicit Math Instruction: Leveraging High Quality Instructional Materials

Day 2 - Data-Driven Decision Making: Leveraging Formative Assessment

Day 3 - Building Connections through Differentiated Instruction: Creating Access to Grade-Level Learning for All Students

NOTE:  This series is being offered across multiple dates & locations.  If this offering does not work for you, consider registering for either of the options below:

Participants will:

Day 1 - Problem Solving Through Explicit Math Instruction: Leveraging High Quality Instructional Materials

1. Align on the qualities and characteristics of HQIM and the rationale for using them in our math classrooms,
2. Define problem solving as a key math competency & explore how instructional approaches support student success,
3. Plan to implement HQIM in daily mathematics instruction, and
4. Study the progression of learning across middle grades with a focus on Numbers and Operations and Data, Probability, and Statistics.

Day 2 – Data-Driven Decision Making: Leveraging Formative Assessment

1. Examine the role of formative data in driving instructional decisions,
2. Identify opportunities to gather formative data (ex.discourse, written work, NAVVY), 
3. Analyze student thinking from HQIM lessons within the learning progression, and
4. Apply formative data to adjust instruction and plan targeted support that maintains grade-level expectations.

Day 3 – Building Connections through Differentiated Instruction: Creating Access to Grade-Level Learning for All Students

1. Define differentiated instruction and identify tools for creating access to grade-level learning,
2. Examine how HQIM supports access,
3. Apply knowledge of the Geometry and Measurement progression to plan a differentiated support, and
4. Reflect on your learning across the series and identify next steps for your practice.