Launching OUR 6-8/IM 6-12 Math as a Leader

Focus Area: OUR 6-8 / IM 6-12 Math
Audience:

LLeaders

Pathway: Understanding

Overview

Getting any school or district-wide initiative off the ground requires a lot of work from many stakeholders, including students, teachers, families, and administrators. Shifting from a traditional, teacher-led math curriculum to an updated, student-led math class is an initiative that can be especially challenging. This active, engaging workshop will provide leaders with a foundational understanding of what makes the OUR 6-8/IM 6-12 Math curriculum unique, as well as a space to think through the change management required by this shift. Over the course of the day, each leader will use design thinking to map out their own individual plans to support the success of the curriculum.

Outcome

I systematically support teachers to use the curriculum’s problem-based structures to plan meaningful learning experiences for students.

Learning Experience

Define

  • Use the “stages of implementation” reference guide to reflect on implementation so far
  • Define what student-centered learning is and why it is valuable in a math classroom

Explore

  • Explore the way activities, lessons, and units are structured in the curriculum from the lens of the shifts in how teachers will need to approach planning & instruction
  • Experience parts of the curriculum for ourselves in order to think about the shifts in practice required for both teachers and students
  • Explore resources available to support teachers, students, and families with the shift to this curriculum & approach
  • Reflect on current areas of strength and needs within our school communities

Build

  • Build a shared understanding of problem-based learning and how the curriculum is designed to promote student-centered learning
  • Build a plan for communicating hopes and expectations, generating momentum, and providing ongoing supports for the next stage of implementation
  • Identify actionable next steps specific to our individual roles and contexts