EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
6/21/2017 | 12:45 PM - 1:45 PM | Grow Mathematical Mindset So Conceptual Reasoning and Problem-Solving Can Bloom in Your Classroom! | Ballroom C - 1
Grow Mathematical Mindset So Conceptual Reasoning and Problem-Solving Can Bloom in Your Classroom!
Dr. Jo Boaler asserts a “single belief – that math is a gift that some people have and others don’t – is responsible for much of the widespread math failure in the world.” Teachers' use of quality, evidence-based practices in core (universal tier) instruction forms the base of a multi-tiered system of supports. The National Council of Teachers of Mathematics’ (NCTM) second effective teacher practice in Principles to Action is, “Implement tasks that promote reasoning and problem-solving.” This session will identify key teacher actions, as elaborated by Dr. Jo Boaler, for creating an inclusive classroom suited for rigorous, conceptual problem-solving tasks and growth mindset for all learners. Participants in this session will learn about recent shifts in learning and brain science, how to select and enact rich mathematical tasks, and how to create a classroom culture where productive struggle, growth mindset and conceptual mathematics learning thrives.
- By the end of the session, participants will identify the key actions for teaching mathematics for a growth mindset.
- By the end of the session, participants will understand the shifts in brain and learning science due to discoveries in neuroplasticity, and will apply those ideas to creating growth mindset-oriented classroom norms.
- By the end of the session, participants will know the key considerations for choosing non-routine, complex problems (tasks) for effective core instruction.
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Presenters/Authors
Becky Unker
(), Utah State Board of Education, becky.unker@schools.utah.gov;
Becky Unker has developed a broad-based and a wide-ranging expertise as an educator with a depth of understanding of math curriculum that is seldom seen at the classroom or administrative level. With a dual major in Special and Elementary Education coupled with an M.E.D., ESL Endorsement, and K-6 Math Endorsement, her educational background is unsurpassed. After a distinguished career as a classroom and resource instructor, she was selected as the Granite District Special Education Math Specialist, a position she held until accepting this current State post. An accomplished and preferred presenter at conferences, she has instructed at State and National level events, including the National NCTM Conference. Her expertise also reaches to the area of grant application, where she has been successful in bringing grant monies to her schools and departments repeatedly by writing and driving the application process to accent math grants at every level of her educational experience
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Leslie Evans
(), Utah Professional Development Network , leslie.evans@usu.edu;
Leslie Evans began working for the Utah Professional Development Network (UPDN) in August as an instructional coach/implementation specialist. For the past seven years, she has been the Assistant principal, Special Education Director, Assessment Director and Title I Coordinator for a charter school in Salt Lake. She began her career in Special Education as a paraeducator and enjoyed her years serving students with disabilities in middle school classrooms. Her respect for teachers and their daily work has inspired her to be a champion for teachers’ access to quality professional development and support. She holds a Bachelor’s degree in English from Westminster College, an M. Ed. in Special Education with an emphasis in mild/moderate disabilities from the University of Utah, and an ESL endorsement from BYU.
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