Tim Hudson, PhD, chief learning officer, DreamBox Learning, presents five binge-worthy videos that offer tips and tricks for engaging your students, while promoting confidence and achievement.
In these five snackable webcasts, Tim Hudson, PhD, chief learning officer, DreamBox Learning, offers insight and inspiration into teaching math in ways that help students think mathematically. Dive into top-of-mind topics around sense-making, exploration, and the role technology can play in further engaging and supporting the success of your students this year in mathematics.
The term “unfinished learning” was bounced around a lot during the pandemic. Students were forced into remote learning situations. They had less time with teachers in-person, they were in challenging classroom situations with social distancing protocols, and educators had to make hard decisions on what to cut out of the curriculum. The question remains as we enter the new school year – what learning remains unfinished? And, if we flip that term, how would we define “finished learning”? We invite you to join Tim Hudson, PhD to dive into topics around sense-making, exploration, and the role technology can play in further engaging and supporting the success of your students this year in mathematics.
When we hear “summative assessment” it typically means evaluating student learning at the end of a course or lesson. In other words, the end point. In contrast, formative assessment is more about monitoring student learning to provide ongoing feedback. As Grant Wiggins says, “No one can give a student understanding.” Everything lives in learning experiences. In this episode, we’ discuss Why Formative Assessment is the Key to Math Growth All Year Long. Join Tim Hudson, PhD to discover resources and strategies that help activate students as owners of their own learning.
Does this sound familiar? “I did well in math; but, never really understood what I was doing!” Learning requires evidence of thinking and learners deserve feedback on their thinking that moves them forward. However, is there an equity problem with every learner getting the right feedback to forward their thinking? This is a challenge with math instruction and often educators. Many supplemental technologies are replicating direct instruction - “showing” and “testing” the students vs. fostering an environment that is full of experience, struggle, and perseverance. Many technologies are missing the mark on spurring student thinking to elicit more learning. Join Tim Hudson, PhD to dive into why he feels we have an underlying pedagogy problem in mathematics and the difference between “learning experience” and “instruction”.
In this episode, join Tim Hudson, PhD to discuss the difference between mind numbing math (dull thoughts) vs. thought- provoking math (genuine problems that invite thinking). He’ll discuss techniques and strategies to inspire student thinking and foster transformational learning. And, you’ll discover how to leverage digital environments to connect students with manipulatives that simply can’t be created with paper or plastic. These are manipulatives that are fundamentally different and serve as a critical component of building conceptual understanding that prepare students for the future.
"Why don’t I understand this math?” Stress and anxiety can be a common feeling for students when they don’t understand something the teacher is covering in class. Many times, the brain will shift and be unreceptive to the math problem. The stressful thoughts take over and students shut down. It is important for educators to have greater empathy when students are expressing worry and frustration. In this episode, join Dr. Tim Hudson, PhD to discuss the importance of social and emotional learning, as it relates to mathematics.