Using Scaffolds that Support Sense Making

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

TTeachers

Pathway: Understanding

Available Now

Overview

In a problem-based curriculum like OUR 6-8/IM 6-12 Math students work on carefully crafted and sequenced mathematics problems in order to make sense of key math concepts for themselves. In this 2-hour session we will explore specific scaffolds to help students with different needs to access the curriculum tasks and examine strategies that support students without reducing their agency as mathematicians.

Audience

This workshop is designed for educators currently teaching or planning to teach with the OUR 6-8/IM 6-12 Math Curriculum.

Specifications

  • 2 hours
  • Participants will need a computer with a camera and microphone, as well as access to OUR 6-8/IM 6-12 Math Curriculum materials. 

Outcome

I integrate supports that enable all students to access key math concepts.

Learning Experience

  • Define the goal of scaffolds in a problem-based math curriculum: to balance opportunities for students to generate their own ideas with enough guidance to help them access & understand key ideas.
  • Explore examples of scaffolds incorporated on specific 6th-8th, Algebra 1, Geometry, and Algebra 2 grade curriculum activities. Scaffolds include explicit invitations to the math, chunking of tasks, structures to support processing, touchstone visual representations, and graphic organizers.
  • Build a plan for upcoming instruction either by selecting one of scaffolds explored and planning for how to use it consistently to support students or by focusing on an upcoming lesson and planning for how to incorporate multiple scaffolds to support students.