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High-quality mathematics instruction is not defined by what the teacher does, but by what students do in mathematics. It is instruction intentionally designed to develop conceptual understanding, procedural fluency, application, and productive struggle while engaging students in meaningful mathematical reasoning.In this highly interactive workshop, instructional leaders will experience, analyze, and apply the Kansas State Department of Education's Vision for Quality Instruction in Mathematics and Mathematics Observation Coaching Tool. Rather than beginning with theory, participants will experience contrasting mathematics lessons, analyze student and teacher actions, and use those experiences to deepen their understanding of the instructional moves that lead to meaningful mathematical learning.
Participants will examine common misconceptions about mathematics instruction—including traditional views of procedural fluency and the overreliance on "I do, We do, You do" as an instructional model—and explore research-supported approaches that better align with how students learn mathematics.
Throughout the day, participants will practice using the KSDE Mathematics Observation Coaching Tool to identify evidence of high-quality instruction, provide actionable feedback, and develop a shared vision for mathematics teaching and learning within their schools.
Participants will:
- Develop a deeper understanding of the KSDE Vision for Quality Instruction in Mathematics and its five focus areas.
- Distinguish between traditional mathematics instruction and instruction that promotes reasoning, discourse, and productive struggle.
- Use the KSDE Mathematics Observation Coaching Tool to collect low-inference evidence and identify observable indicators of quality mathematics instruction.
- Practice providing instructional feedback grounded in evidence from classroom observations.
- Redefine procedural fluency as accuracy, efficiency, and flexibility built from conceptual understanding rather than memorization.
- Examine why gradual release ("I do, We do, You do") is insufficient as a default instructional model for mathematics and explore more effective approaches.
- Identify practical leadership actions that support the implementation of high-quality mathematics instruction across classrooms.
- Presenter: Jolene Goodheart Peterson, SHESC
- Credit: Hours (6), PD Points (6), College Credit (0.5)
- Lunch is on your own.
https://smokyhillesc.wildapricot.org/event-6768846
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Event venue
605 E. Crawford St. , 67401, 605 E Crawford St, Salina, KS 67401-5101, United States
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