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Unpacking Belonging in Math Class
Why is belonging in math class so important? Feeling a sense of belonging is a vehicle to engagement. Engagement promotes both learning and empowerment as an expert learner. At All Learners Network (ALN), we believe in opening the doors to all learners, especially those who have historically struggled to learn math in traditional instructional design. Inclusion means all students are considered when designing instruction and providing access to grade level mathematics. Maslow (1943) posits five sets of goals, or basic needs, which are related to each other and are arranged in a hierarchy of im …
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Why do the High Leverage Concepts (HLCs) focus on one skill?
This blog post pulls from chapter three of our book, Teaching Math for All Learners: Teaching educators to use effective strategies to help all children learn math.
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What is math coaching? What is not math coaching?
All Learners Network (ALN) facilitators Erin Oliver and Tara Trudo pull from their experiences as classroom teachers, interventionists, math specialists, and coaches to collaborate on this basic coaching primer.
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Strengthen Resilience with Math Anxiety
You hear the chime. Chairs scrape across the floor. You see your classmates walk towards the meeting space and find a spot on the rug. Your teacher gets out the easel markers and some linking cubes. It is time to start math. What is happening in your body right now? Many students are coming into schools with symptoms of anxiety that are preventing them from engaging in their learning. Anxiety is associated with feelings of panic, tension and helplessness. Anxiety affects the brain's working memory. Some students experience symptoms of anxiety only when they are faced with a math task. Why?
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What does an intervention cycle look like?
All educators can frame the process of their work with students as a cycle. All Learners Network (ALN) particularly recommends this specific framing to special educators and interventionists, or any teacher working with students in small groups. Using a cycle of instruction provides both educators and students a structured process for reflecting on growth and moving forward in math understanding. It actually functions as a rapid cycle of inquiry, where we are seeking information about our students’ thinking, planning responsive instruction, and monitoring growth in a continuous cycle. The inte …
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What Do I Do With a Small Group?
Whether you are a classroom teacher, an interventionist, special educator, English as a second language teacher or other educator you might be wondering what do I do for small group math instruction? We know all kids do not learn math at the same time and in the same ways and we know all kids need access to high quality grade level instruction. That is why our All Learners Lesson Structure includes opportunities for both inclusion and differentiation. What happens when we get to that differentiation part? All students may be engaged with purposeful offerings through Math Menu and one or more e …
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Why Concrete Tools Matter in ALL Math Classrooms
Concrete tools (manipulatives) support access, equity, universal design and differentiation in every math classroom. Manipulatives support mathematical connections and deep understanding. So why are they missing in so many math classrooms, especially in the older grades? The use of math manipulatives provides hands-on access to all students where quantity is observable and abstract concepts contextualized, creating a more inclusive math classroom.
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How to Plan for Sustainable, Lasting Math Improvement in Schools & Districts
Math pedagogy is the key to improving math performance and math understanding for all students. Pedagogy is the single most important element in instruction to improve math performance and understanding. Teachers are the critical element in improving math understanding and fostering positive math identities. To improve their practice, teachers need supportive instructional coaches and administrators equipped to guide and invest in math pedagogy professional development. Curriculum, math programs and textbooks on their own do not make significant improvements in math understanding. One or two “ …
The Background on the Newly Revised HLC Progressions
All Learners Network (ALN) originally created the High Leverage Concepts (HLCs) Progressions as a resource for classroom teachers, math interventionists, and special educators who create learning opportunities for their students daily. We wanted to build grade level progressions directly connected to the concepts highlighted in our High Leverage Concepts (HLCs) that would provide “road maps” for instructional decisions based on student evidence.
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How Do We Encourage Playful, Productive Struggle in Math Menu?
Our goal in Math Menu is for students to feel both relaxed and curious. Let’s use a recess analogy to help visualize our menu practice. At recess, students are independent and engaged in an activity of their choosing. They are motivated, playful and happy. Some students are working hard at various games and challenges all across the playground space. Others are focused on independent play and exploration. Some students are working to master a particular skill or apparatus. Most students are relaxed during recess. Their curiosity, interest, and preferences drive their choices.
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