We Can Help!
In order to succeed, our adult learners need to be equipped with more than just rote math procedures. If you know that your students require deeper understanding so they can apply math concepts, and you wish you knew how to more effectively plan and teach to these goals, then you will be happy to know that our Center can provide the support you need:
- If you teach fractions every semester, then reteach . . . and reteach . . . because your students can’t seem to remember the procedures—we can help.
- If you are exhausted at the end of each class because you have spent the entire time at the board showing students how to work problems—we can help.
- If you wish you could explain how to divide fractions conceptually, but all you know is keep-change-flip—we can help.
- If your students do well on worksheets where all the questions are the same type, but they don’t know what to do when problem types are mixed—we can help.
- If your students aren’t bothered when their answers are unreasonable—we can help. (Check out our Analyzing Student Work to Inform Math Instruction PD offering!)
- If you’ve been teaching your students to recognize key words in word problems, and they feel tricked if the key words don’t lead them to the answer—we can help.
- If you were taught only how to follow steps to get the answer when you were in school, and now you’re overwhelmed by trying to teach a new way—we can help.
- If showing students how to do a problem, then asking them to solve a similar type of problem isn’t working—we can help.
- If you love teaching ESOL but need help figuring out how to introduce math into your curriculum—we can help. (Register for Mathematizing ESOL I here.)
- If you want your students to remember you as the teacher who finally flipped the math learning switch for them—we can help.
We are all in different places along our mathematics and numeracy journeys. You will find that the SABES PD Center for Mathematics and Adult Numeracy is a totally judgment-free zone! We are eager to help you help your students improve their math skills and increase their confidence. Improvements in your math instruction and learner outcomes might be easier than you think!
On the Chopping Block
We know that making time for our in-depth courses, such as Building a Solid Foundation, can be a challenge, but we believe (and the College and Career Readiness Standards for Adult Education [CCRSAE] support this belief!) that our students and teachers need to have this deeper understanding—so we are trying something new. We’re chopping up the Building a Solid Foundation course into smaller chunks, while at the same time adding more meat to each chunk. The new series of shorter hybrid offerings is called Making Sense of. The pilot run of the first short course, titled Making Sense of Proportional Reasoning, begins November 17, so you still have some time to register. We will offer a second Making Sense of course (Making Sense of Fractions) in early 2018.
These shorter courses will have content similar to our longer Building a Solid Foundation course, but, because they are shorter, their design is very focused. If the pilots work well for teachers and their limited time frames, we will develop other shorter courses—same topics, still covered in depth, with time for conceptual development and application—thus giving teachers a wider menu to choose from.
We are taking the same approach to our Math Concepts course, chopping the courses in our Exploring series into smaller, more manageable chunks. Stay tuned for more information as we continue to adapt our courses to your needs. See the flow chart at the top of this article for potential course pathways.
Curriculum for Accelerated Math (CAM) Update
For the past six weeks, three awesome programs have been piloting CAM, a curriculum designed to provide roughly 140 hours of high-intensity instruction on CCRSAE level B math content. Although we originally designed CAM for higher-level students, the three sites have brought the curriculum into lower-level classes. The data they are providing is helping us understand how CAM might work with students at other levels. We are discovering that even though students might have a high school diploma or test at a higher level, they seldom seem to have the basics on which to build higher-level math concepts. We look forward to sharing the results of this pilot as well as the curriculum itself (once we have tweaked it based on the feedback we’re collecting now) at the end of June.
Have you read the Math PD Center blog yet? Learn more about this and the ELA Center blogs at the article Your Peers' Views on Teaching and Learning.