MIT Teaching Systems Lab
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Panel: Panel 4
Panel 4: The power to change the equation: Professional learning and equity teaching practices in the mathematics classroom
In the midst of a global health and economic crisis– which has disproportionately impacted families of color and those experiencing poverty– and a nation reckoning with its long history of racial inequities, math teachers have an important role to play in changing the equation for marginalized students. All students have the right to mathematics classrooms that support their mathematical reasoning, conceptual understanding, and discourse (Gutiérrez, 2012). Acknowledging and addressing factors that contribute to differential math outcomes for Black, Latino, English learners students and/or students experiencing poverty is critical to ensuring that students receive the necessary support to be successful academically and beyond. This panel focuses on how to support teachers in creating and sustaining a space for supporting these priority learners. Participants will discuss equity teaching practices in mathematics that have measurable outcomes for priority students and think through what high-impact teacher learning innovations and investments would look like in this space.
In the midst of a global health and economic crisis– which has disproportionately impacted families of color and those experiencing poverty– and a nation reckoning with its long history of racial inequities, math teachers have an important role to play in changing the equation for marginalized students. All students have the right to mathematics classrooms that support their mathematical reasoning, conceptual understanding, and discourse (Gutiérrez, 2012). Acknowledging and addressing factors that contribute to differential math outcomes for Black, Latino, English learners students and/or students experiencing poverty is critical to ensuring that students receive the necessary support to be successful academically and beyond. This panel focuses on how to support teachers in creating and sustaining a space for supporting these priority learners. Participants will discuss equity teaching practices in mathematics that have measurable outcomes for priority students and think through what high-impact teacher learning innovations and investments would look like in this space.
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.