MIT Teaching Systems Lab
People & Projects Working at MIT TSL with
Panel: Panel 2
Panel 2: New curriculum, new teacher learning: Reimagining mathematics teacher learning to broaden participation in the math of the future
A recent MIT report on the Work of the Future found that while technological innovation surrounding automation would wildly transform the labor market, the economic “fruits” of this innovation would be vastly unequally distributed or “so skewed towards the top, that the majority of workers have tasted only a tiny morsel of a vast harvest.” Given wide opportunity gaps in access and inclusion in higher level mathematics for students from the priority community, how can we ensure that students from the priority community do not get left behind? This panel will focus on how to redesign curriculum to engage students from the priority community in the math of the future and what teacher professional learning and labor market changes must be put in place to implement such an initiative. Panelists will discuss what curricular design and redesign should take place to integrate mathematics into other STEAM disciplines such as science, maker spaces, robotics, computer science and coding and the implications for teacher preparation and professional learning.
A recent MIT report on the Work of the Future found that while technological innovation surrounding automation would wildly transform the labor market, the economic “fruits” of this innovation would be vastly unequally distributed or “so skewed towards the top, that the majority of workers have tasted only a tiny morsel of a vast harvest.” Given wide opportunity gaps in access and inclusion in higher level mathematics for students from the priority community, how can we ensure that students from the priority community do not get left behind? This panel will focus on how to redesign curriculum to engage students from the priority community in the math of the future and what teacher professional learning and labor market changes must be put in place to implement such an initiative. Panelists will discuss what curricular design and redesign should take place to integrate mathematics into other STEAM disciplines such as science, maker spaces, robotics, computer science and coding and the implications for teacher preparation and professional learning.
Half day workshops at the ICLS London 2018 for all designers and researchers interested in Playful Assessment!
Collaboration will support Pre-K-12 teachers in using emerging digital learning tools.
Spencer Foundation launches $2 million effort to create first-of-their-kind measures.
Patrick Riccards, Chief Communications and Strategy Officer for the Woodrow Wilson National Fellowship Foundation, discusses competency-based education in Real Clear Education.
New program provides funding for three projects working to improve STEM education.
Cutting-edge model capitalizes on blended learning to take personalization further.
Teaching Systems Lab Executive Director Justin Reich awarded a grant from Google For teacher-facing intervention research
This year’s recipients tackle a range of innovations in education from using the Unhangout Platform to support teachers’ professional development to using artificial intelligence to make students’ mathematical problem solving visible to the teachers.
Thanks to a National Science Foundation grant, TSL will collaborate with Maker Ed to improve school-based assessment practices in maker-centered education.
MIT’s Teaching Systems Lab (TSL), with support from the Woodrow Wilson National Fellowship Foundation, is excited to announce the recipients for the 2018-2019 Teaching and Learning Innovation Grant (TLIG).
Half day workshops at the ICLS London 2018 for all designers and researchers interested in Playful Assessment!
The mission is to create and share high quality resources to facilitate digital and non-digital learning for K-12 and lifelong learners. By providing science, technology, engineering, arts, and mathematics (STEAM) based instructional materials and an open forum for users to share insights, we aim to inspire a diverse global community of educators, students, and parents to find innovative solutions to the challenges of learning at a distance
Research and Insight on K-12 Teacher Learning from the MIT Teaching Systems Lab
To more deeply understand the practice and professional experiences of educators during the 2020 extended school closures, we interviewed 40 teachers from across the country in public, charter, and private schools, at different grade levels, and in different subject areas.
In May 2020, we conducted four online design charrettes with school and district leaders, teachers, students, parents, and other stakeholders to translate design-based practices for leading school change into an online context.
We analyze the state education agency policy guidance concerning remote learning published by all 50 U.S. states by the end of March 2020.
Justin Reich is the Co-Principal Investigator on a project that will develop, pilot, and refine a set of coordinated and complementary activities that teacher education programs can use in both online and face-to-face settings.