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Thursday, March 29 • 10:30am - 4:00pm
Directing the flow of mathematics learning through structured language channels: Slowing down (just a little bit) to leverage student ideas before they make sense to others

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Limited Capacity full

Mathematics content learning and language learning happen together, in tandem, and structured attention to student language opens the door to deeper and more collaborative sense-making about mathematical ideas. In this deep dive, we explore routines for generating and using student language that does not (yet) make sense. We will work through several language routines designed to (a) elicit ‘unfinished learning’ from students, (b) give students a purpose in attending closely to the language and ideas of their peers, and (c) build attention to student language into our formative assessment practice. The language routines are grounded in four design principles for mathematics curriculum developed through a collaboration between SCALE and Understanding Language at Stanford University. Bring a mathematics lesson or task to adapt during this session! You will experience several language routines while working on a math problem together, and then create adapted versions of your own lesson plans and tasks to share with the group (and try with your own students). Leave with an experience of creating more space and purpose for student language inside of the flow of learning mathematics.

avatar for Vinci Daro

Vinci Daro

Director of STEM Learning, Envision Learning Partners

Marjorie Johnson

Vice Principal, Impact Academy of Arts & Technology, Hayward, CA

Jim Malamut

Envision Learning Partners

Thursday March 29, 2018 10:30am - 4:00pm PDT
HTE 206