.png?width=2000&height=675&name=2023%20ALN_standard-red%20(3).png "All Learners Network logo")
All Learners Network's Evidence-Based Practices Alignment
Evidence-based practices (EBPs) are specific strategies, activities, or programs that have been found to be effective for improving student outcomes and backed by rigorous, high-standard research, replicated with positive outcomes (What Works Clearinghouse, 2020).
.png)
What is Explicit Systematic Instruction?
How can you support your students in interventions so that they are building conceptual understanding and connecting mathematical concepts and strategies to strengthen their understanding? One recommendation in the IES practice guide from What Works Clearinghouse (2009) is to provide systematic explicit instruction. But what exactly does this mean for our students?
Discourse in the Mathematics Classroom
What is discourse and why does it matter? Discourse is the communication of ideas where there is interaction between students' own thoughts and ideas and the consideration and examination of the ideas of others’ to make meaning and grow collective knowledge. With a significant shift in the role of the math educator from the holder and giver of knowledge to one who facilitates and presents meaningful and engaging tasks, math educators must develop skills and strategies that promote student discourse to position them as meaning makers. The educator role in discourse can be considered in three pa …
What is Specialized Math Instruction?
Specialized Math Instruction (SMI) focuses on improving instructional techniques–or pedagogy– of all educators for teaching mathematics for all students.
-1.png)
A Case for High Quality Math Instruction for Students with Complex Needs
I would like to discuss a topic dear to me - the importance of high quality instruction for math students with complex cognitive needs. In the state of Vermont, these students tend to fall under the disability category of Intellectual Disability. My background in education is as a special educator. In my role as an ALN facilitator I continue to work with students with more complex needs or low incidence disabilities and the teachers and school districts who support them. (Low incidence disabilities are severe disabling conditions with an expected incidence rate of less than 1% of the total sta …
Purposeful Change: The ALN Rapid Cycle of Inquiry
A group of math coaches and I gathered for a local PLC meeting. We had been looking at student work and discussing some of the problems of practice facing the teachers in our buildings. In any gathering of educators, it’s pretty easy to articulate difficulties. Parents don’t support good math instruction. The administration doesn’t understand our goals and methods. Teachers won’t try new approaches. And the children face ever steeper learning curves. Anyone who’s ever engaged with educators knows that there are many challenges that all of us face daily. But I wanted us to focus our efforts on …
Establishing Classroom Culture
Establishing a classroom culture within the first six weeks of school is crucial for the success of a learning community. To facilitate an inclusive community culture, educators should establish routines and expectations with students, use language with intention to reflect the ideal of the environment, and foster student voice, choice and ownership through authentic learning experiences.
Inclusion and MTSS
I spend a lot of time in schools in many different grade levels and while there are more differences than similarities in the goings on of a 1st grade classroom and a 10th grade one, a major similarity is the question of inclusion. How does one classroom teacher meet the needs of all their students when the needs can be quite disparate?
Establishing a Feedback Culture
Use Student Work as Feedback We are in the business of being responsive. As educators we strive to establish a thriving feedback culture in our classrooms enriched by constantly looking at formative assessment data and responding. When armed with evidence of student thinking, we can approach teaching like a constant rapid cycle of inquiry. What worked? What didn’t? How can I respond next to push my students’ thinking? The more our systems support us in being responsive and in driving our instructional decisions with evidence from student thinking, the more learning and growth for all!
Math Coaches Make an Impact
Coaches provide support for teachers who have multiple demands through job embedded professional development. One key element essential to effective math instruction, that a math coach in particular provides, is supporting teacher knowledge of mathematics content. Math coaches are able to provide feedback, planning support, and work towards goals in a timely manner with knowledge and understanding that comes from being in the classroom and working with teachers.
