Primary tabs

Overview

As a result of the COVID pandemic, many teachers had to make an immediate shift from face-to-face instruction to remote teaching with little or no chance to consider how to do so. As a result, some of us gave up on effective teaching strategies as we tried to simply maintain contact with our students. Even those of us who had been teaching conceptually struggled to figure out how to teach effectively from a distance. This workshop follows one adult education teacher who initially moved away from the conceptually-based EMPower math materials at the start of the pandemic and how she worked her way back to using them again.

    Audience

    This professional development activity/course is designed for:

  • Teachers at all levels of math ability and comfort
Description

In this 90-minute workshop, we will identify ways in which teaching conceptually is both similar and different when done in person compared to distance learning.  We will look at some tools and strategies for teaching math remotely that you can use whether you use EMPower or any other math materials. Video clips of instructional routines that can be used in any remote math class will help you actually see into virtual classrooms where students are gaining conceptual understanding.

    Learning Objectives

    Upon completion of this professional development activity/course, you will be able to:

  • Use some simple strategies to engage your students in deeper math thinking
  • Consider how to equip your students with simple tools and manipulatives that they can use at home
  • Integrate simple but effective tools to replicate, as much as possible, the face-to-face classroom
Presenter(s) / Facilitator(s)
Date
to
Location

United States

PD Center
SABES Mathematics and Adult Numeracy Curriculum and Instruction PD Center
Topic Area
College and Career Readiness
College and Career Readiness Standards for Adult Education (CCRSAE)
Digital Literacy
Distance Learning
High School Equivalency (HiSET/GED)
Learning Disabilities
Mathematics and Adult Numeracy