Growing Math Students
Are your students participating in reasoning and collaboration?
One of the keys to successfully implementing a math curriculum is helping your teachers transition from teacher-centered instruction to teacher-facilitated learning. ERG works together with your teachers to create a classroom that promotes student-led discussions, mathematical reasoning, and collaboration. Our job-embedded process will help your teachers establish instructional goals. We can provide support and resources exactly where each teacher needs them: developing the environment, selecting rigorous tasks, demonstrating or using formative assessment to drive instruction.
Components of a Collaborative Classroom
This service applies to K-12 instruction and promotes:
- Student-led discussions
- Selecting rigorous tasks
- Developing a mathematical environment
- Transition from teacher-centered instruction to teacher-facilitated instruction
Do your teachers need to start with the “what” by unpacking math standards?
This work is designed to help educators develop knowledge of mathematical best practices. Your teachers will participate in tasks intended to strengthen their own conceptual understanding and to engage your students in thinking related to math standards. Creating a common math language is an excellent way for teachers to improve communication between grade levels by consistently using vocabulary and having stronger alignment with standards.
This service applies to K-12 instruction and promotes:
- Charting standards and expectations
- Progessions and misconceptions
- Academic vocabulary
- Preparing instruction for all learners
Looking for Guided Math?
Guided Math services include the following:
- Trainings that build capacity with the seven Guided Math components
- Demonstration lessons of small group math instruction
- Observations and feedback support sessions
- Collaboration structures, such as focus walks and debriefs
Learn more about our collaboration with Laney Sammons.
“By coming here to our campus, [ERG is] able to see our teachers with their kids and know what areas they need assistance with. It is a more personal approach with our teachers. [ERG] can help them right then and there.
They felt very comfortable asking questions. The teachers are on different levels with teaching math. [ERG] geared it towards our school.”
-Penny Loschin, Principal
Read more about our work and our process and let us know how we can help you.
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