Join us for an uplifting conversation with Mike Lipnos, a middle school teacher and math coach from Ohio. In this episode Mike shares his experience and insights on helping teachers build ownership and agency for students in their mathematics classrooms. 

We discuss how some teacher moves ultimately shut the door on students seeking higher levels of mathematics, and how young people are thinking beings and are capable of doing high level thinking, even if a data point may say they are "low" and how having agency as a mathematician is going to be more impactful on humanizing mathematical experiences than the traditional “I do, we do, you do” model of math teaching.

You’ll Learn: 

• How some approaches to teaching mathematics can ultimately shut the door on students to seeking out higher levels of mathematics;
• Once you see student strategies and developmental approaches, you can’t unsee them;
• Why we need to be intentional about positioning ourselves as a co-learner instead of the expert in math class; and,
• How to teach the practice standards through content and not vice versa.

Resources: 

Rethinking the gradual release model - An article from Tim McCaffrey.

Mike Lipnos on X @mlipnos 

Mike Lipnos Email: [email protected]

Illustrative Mathematics

District Math Leaders: 

How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? 

What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? 

Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. 

Book a short conversation with our team now. 

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