Teacher Professional Development and Pedagogy

Supporting Sense Making with Mathematical Bet Lines

This article presents a mathematics discourse technique adapted from literacy instruction to promote sense making when teachers are launching a lesson about story problems. Math Bet Lines helps all students engage with the meaning of the story problem and is particularly beneficial for emergent multilingual learners. In this article we discuss how teachers implemented the Math Bet Lines technique and share their successes, challenges, and tips for overcoming those challenges. 

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Talk is the Ticket to Teaching Math to English Learners

This article describes a mathematics professional development program for elementary school teachers focused on improving mathematics discourse for all students, in particular emergent multilingual learners. Frameworks, such as the Math Discourse Matrix (Sztajn, Heck, & Malzahn, 2020) that characterizes four types of discourse (correcting, eliciting, probing, responsive) and other resources aimed at planning and implementing lessons that support emergent multilingual learners' engagement in productive mathematical discussions are shared. 

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Decomposing Practice in Teacher Professional Development: Examining sequences of learning activities

In this paper, we engage in an analysis of professional development design, examining professional development activities and the sequencing of professional learning tasks. We use a theoretical framework typically used in pre-service teacher education to understand the design of one professional development program. Our overarching goal is to theorize about how to design professional development and sequence professional learning tasks for practicing teachers.

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Controlled Implementations: Teaching Practice to Practicing Mathematics Teachers

In this chapter, we use the Framework for Teaching Practice (Grossman, Compton, Igra, Ronfeldt, Shahan, & Williamson, 2009) as a conceptual tool for analyzing the design of professional development. Although initially developed to examine the education of prospective teachers, we contend that this framework is appropriate for analyzing and supporting the design of professional development. The framework consists of three elements: decompositions, representations, and approximations of practice.

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Activating Math Talk: 11 Purposeful Techniques for Your Elementary Students

Many mathematics teachers agree that engaging students in high-quality discourse is important for their conceptual learning, but successfully promoting such discourse in elementary classrooms—with attention to the needs of every learner—can be a challenge. 

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REL Northeast & Islands Webinar: Evaluating Professional Learning: Introduction to a Tool for Schools and Districts

This workshop will introduce state, district, and school leaders to a new tool to assist in evaluating their professional learning initiatives. The workshop will present Evaluating Professional Learning: A Tool for Schools and Districts and provide suggestions for getting started. A practitioner from Connecticut will also share about lessons learned using the tool. Following the workshop, office hours will be available for participants who need additional support in getting started.

Unlimited slots left.
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Uncharted WATERS: Sustaining a Meaningful Student Teaching Experience Amidst a Global Pandemic via an Online STEM Curriculum

Field experience is the culminating experience for pre-service teacher training. As COVID-19 closed schools across the country, pre-service teachers’ field experiences were disrupted. This case study examines how a student teacher, a team of mentor teachers, and a university supervisor at a regional public university adapted to remote learning.

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NSF Webinar for Dear Colleague Letter (NSF 21-033): Advancing Quantum Education and Workforce Development

On April 27, NSF program directors held the first of a series of webinars to present and answer questions about this DCL. This initial webinar featured the following presentations:

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NSF Webinar for Dear Colleague Letter (NSF 21-033): Advancing Quantum Education and Workforce Development

Unlimited slots left.
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Boston College Master’s Program in Learning Engineering is Seeking Applicants

STELAR is happy to share the following opportunity from our colleagues at Boston College’s Lynch School of Education and Human Development. Please share with your networks!  

 

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