Recorded Webinar Series: Addressing Unfinished Learning in Mathematics (Virginia Department of Education, VDOE)
Description:
The Virginia Department of Education’s (VDOE’s) Mathematics Department will be offering a webinar series, Addressing Unfinished Learning in the Mathematics Classroom - Building Bridges for Student Success, for teachers from August 2021 through October 2021.
Recorded Webinar 1: Addressing Unfinished Learning in the Mathematics Classroom- August 11-12, 2021
- This webinar focused on how teachers can utilize VDOE resources to assist them in both long-term and day-to-day planning for instruction this school year. This webinar highlighted how the VDOE Mathematics Standards of Learning Tracking Logs, Mathematics Bridging Standards Documents, and Just in Time Mathematics Quick Checks can support effective instruction and assist in building bridges for students' success.
Recorded Webinar 2: Bridging for Math Strength - August 31, 2021 & Sept, 28, 2021
- This webinar introduced Bridging for Math Strength Resources that will assist in bridging concepts from prior grade level content to the current grade level content. Starting with a focused look at the learning progression, each module helps to identify students’ strengths; and provide strategies to advance mathematical learning through engaging bridging activities (i.e., routines, tasks, and games).
Recorded Webinar 3: Using Small Group Instruction to Address Unfinished Learning - October 4 and 14, 2021
- These sessions highlighted strategies and structures for implementing small group instruction and using classroom routines to differentiate instruction to meet student needs. Emphasis was placed on the use of formative assessments to identify student strengths and unfinished learning to ensure grade level content is the target of instruction.
Recorded Webinar 4: Planning Intervention Strategies to Bridge to New Learning - Oct. 18 & 25, 2021
- These sessions built on the information shared in previous webinars of this series. The sessions highlighted how to differentiate mathematics instruction using evidence from formative assessment to identify student strengths, as well as provided actionable ideas on how to effectively structure and implement student intervention.