We can hold high expectations for understanding math for all our students, including students with learning differences and those learning English. Through concrete examples of the principles of Universal Design for Learning and station activities, participants will learn about and experience a framework for planning mathematical learning experiences for all learners that keeps goals in place and considers multiple means of reaching those goals.
- Adult education professionals of all levels of math ability and comfort, including ESOL instructors
This professional development activity/course is designed for:
During this half-day, in-person workshop, teachers are invited to experience language rich numeracy activities and to become acquainted with ways to plan instruction for all learners. Significant session time will be devoted to considering language and other barriers to learning and designing universal solutions that help ALL learners reach the learning goal.
PLEASE NOTE:
- Lunch is provided after this session.
- Registrants are invited to stay after lunch for a separate 1.5-hour workshop called Mathematical Language Routines: Supporting English Learners in ABE. This second training is optional and requires separate registration. Please click here for details.
- The training site (TERC) currently requires that proof of COVID vaccination be submitted two weeks in advance to TERC's Director of Human Resources. Details about this requirement and other logistics will be emailed closer to the event date.
- Explain the principles of Universal Design for Learning
- Identify barriers to the instructional goals of activities
- Design universal solutions for barriers to learning
- Plan a theme for the adult classroom and sketch a design for instruction
Upon completion of this professional development activity/course, you will be able to:
TERC
2067 Massachusetts Avenue, 2nd floor
Cambridge, MA 02140
United States
