Mathematics Instruction and Tasks in a PLC at WorkTM (Develop Standards-Based Mathematical Practices and Math Curriculum in Your Professional Learning Community) (Every Student Can Learn Mathematics)

Part of the Every Student Can Learn Mathematics series

Improve your students' comprehension and perseverance in mathematical practices. This user-friendly book is divided into two parts, each covering a key team action for mathematics instruction in a PLC at Work™. First you'll examine high-quality research-affirmed math lesson design elements. Then you'll learn how to implement them within your math lesson routines and activities. The book features team discussion tools, sample math lesson designs, strategies for improving student discourse of mathematical concepts, online resources for instructional support, and more.

Implement instructional strategies for math, in a professional learning community:

• Plan for the use of balanced rigorous mathematical practices and routines to teach each content standard during core mathematics instruction.
• Identify mathematics content standards students must learn in a unit and the appropriate math activities and tasks needed to develop understanding, application, and fluency progressions of mathematical concepts.
• Understand the importance of communicating the why of mathematical skills and essential learning standards to students.
• Implement instructional strategies for math that ensure the formative learning of all students during lessons.

Contents:
Introduction

Part I: Team Action 1: Develop High-Quality, Essential, and Balanced Lesson-Design Elements
Chapter 1: Essential Learning Standards: The Why of the Lesson
Chapter 2: Prior-Knowledge Warm-Up Activities
Chapter 3: Academic Language Vocabulary as Part of Instruction
Chapter 4: Lower- and Higher-Level Cognitive Demand Mathematical Task Balance
Chapter 5: Whole-Group and Small-Group Discourse Balance
Chapter 6: Lesson Closure for Evidence of Learning
Chapter 7: Mathematics Lesson-Design Tool

Part II: Use Lesson Design Elements to Provide Formative Feedback and Foster Student Perseverance
Chapter 8: Essential Learning Standards and Prior Knowledge Warm-Up Activities
Chapter 9: Using Vocabulary as Part of Instruction
Chapter 10: Implementing Mathematical Task and Discourse Balance
Chapter 11: Using Lesson Closure for Evidence of Learning
Chapter 12: Responding to Lesson Progress With High-Quality Tier 1 Mathematics Intervention

Books in the Every Student Can Learn Mathematics series:

• Mathematics Assessment and Intervention in a PLC at Work™
• Mathematics Instruction and Tasks in a PLC at Work™
• Mathematics Homework and Grading in a PLC at Work™
• Mathematics Coaching and Collaboration in a PLC at Work™

Timothy D. Kanold, PhD, is an award-winning educator, author, and consultant and national thought leader in mathematics. He is former director of mathematics and science and served as superintendent of Adlai E. Stevenson High School District 125, a model professional learning community (PLC) district in Lincolnshire, Illinois.

He is a past president of the National Council of Supervisors of Mathematics (NCSM) and coauthor of several best-selling mathematics textbooks over several decades. Dr. Kanold has authored or coauthored thirteen books on K-12 mathematics and school leadership since 2011, including the best-selling book HEART! He also has served on writing commissions for the National Council of Teachers of Mathematics (NCTM) and has authored numerous articles and chapters on school leadership and development for education publications since 2006.

To learn more about Timothy D. Kanold's work, visit his blog, Turning Vision Into Action (turningvisionintoaction.today) and follow him on twitter @tkanold.

Jessica Kanold-McIntyre is an educational consultant and author committed to support teacher implementation of rigorous mathematics curriculum and assessment practices blended with research-informed instructional practices. She specializes in building and supporting the collaborative teacher culture through the curriculum, assessment, and instruction cycle.

To learn more about Jessica Kanold-McIntyre's work, follow her on Twitter @jkanold.

Matthew R. Larson, PhD, is an award-winning educator and author who served as the K-12 mathematics curriculum specialist for Lincoln Public Schools in Nebraska for more than twenty years. He has served as president of the National Council of Teachers of Mathematics (NCTM).

Bill Barnes is the chief academic officer for the Howard County Public School System in Maryland. He served as second vice president of the NCSM.

Barnes is passionate about ensuring equity and access in mathematics for students, families, and staff. His experiences drive his advocacy efforts as he works to ensure opportunity and access to underserved and underperforming populations.

To learn more about Bill Barnes's work, follow him on Twitter @billjbarnes.

Sarah Schuhl is an educational coach and consultant specializing in mathematics, professional learning communities, common formative and summative assessments, school improvement, and response to intervention (RTI). She has worked in schools as a secondary mathematics teacher, high school instructional coach, and K-12 mathematics specialist.

Since 2015, Schuhl has coauthored the books Engage in the Mathematical Practices: Strategies to Build Numeracy and Literacy With K-5 Learners and School Improvement for All: A Guide to Doing the Right Work.

To learn more about Sarah Schuhl's work, follow her on Twitter @SSchuhl.

Mona Toncheff, an educational consultant and author, is also currently working as a project manager for the Arizona Mathematics Partnership (a National Science Foundation-funded grant). A passionate educator working with diverse populations in a Title 1 district, she previously worked as both a mathematics teacher and a mathematics content specialist for the Phoenix Union High School District in Arizona.

To learn more about Mona Toncheff's work, follow her on Twitter @toncheff5.