Creating Conditions to Thrive in the Math Classroom

  • Description
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Environments and practices that support students’ social, emotional, and academic development

Attending to both social and emotional learning and academic understanding is critical for student success. They cannot be addressed in isolation.

This asynchronous course will leverage Creating Conditions to Thrive: Environments and practices that support students’ social, emotional, and academic development, a powerful resource designed to support teachers to integrate Social, Emotional, and Academic Development (SEAD) into math lessons. To learn more see the course flyer.

Register here.

Course Details

Duration:  16 hours (self-paced course)
Registration:  Enroll by September 9.
Course Dates:  8/1/22 - 10/17/22
Cost:  Free
Primary Audience:   K-12 teachers (or those who support teachers) who engage in mathematics instruction
Certificate:  You will receive a certificate of professional learning time immediately after completing the learning within the course. Please reach out to your school district to ensure they will accept the certificate.

See the accordion below to review the requirements, pacing, and syllabus.

  • Course Goals

    In this course  you will learn about, reflect on, and practice planning to integrate social and emotional learning into mathematical content - while also centering multilingual learners - in lesson preparation. In particular, you will:

    • Understand the need for social, emotional, and academic development (SEAD) in the content area of math and the connections between SEAD and equitable practices for teaching and learning.
    • Learn about the SEAD themes of Belonging, Identity, Discourse, and Agency, and planning to focus on them within math lessons.
    • Learn how the Standards for Mathematical Practice intersect with the SEAD themes, and how they can be utilized in lessons to create a learning environment that focuses on both SEAD and strong, grade-level mathematics instruction.
    • Understand the tenets of a linguistically relevant classroom and planning to center multilingual or emerging bilingual students alongside a focus on the SEAD themes in math lessons.
    • Practice lesson planning to incorporate SEAD themes in math lessons while centering multilingual learners.
  • Course Requirements

    To earn your certificate showing 16 hours of professional learning, you must successfully complete the following: 

    • Review all course content, including videos and readings.
    • Complete all embedded interactive activities, including discussion boards.
    • Take the post-learning survey at the end of the course.

    There may be optional synchronous learning opportunities (and additional professional learning hours offered) during the course. Registration for these live sessions will be announced once the course begins.

  • Course Pacing

    This course will open on 8/1/22 and will remain open until 10/17/22.  The course is self-paced.

  • Course Syllabus

    Modules 1-5: Setting the Stage
    Objective: In these modules you will be introduced to foundations of the course content. You will:

    • Complete a welcome module that introduces you to the course.
    • Familiarize yourself with Stride 3: Creating Conditions to Thrive and the SEAD themes of Belonging, Identity, Discourse, and Agency.
    • Understand how the Standards for Mathematical Practice intersect with the SEAD Themes.
    • Study the tenets of a linguistically relevant classroom and why it is important for all teachers to center multilingual learners in lesson design.
    • Learn about a lesson planning process that incorporates the SEAD themes and centers multilingual learners.

    Modules 6-9: SEAD Themes
    Objective: In these modules you will learn about each SEAD theme from a math perspective and practice planning to incorporate the SEAD themes into lesson preparation. You will:

    • Understand how to create a math community that focuses on belonging, including centering multilingual learners.
    • Learn how to attend to student identity, including the identities of multilingual learners, and to develop the mathematical identities of students within math lessons.
    • Recognize and apply discourse strategies that leverage student thinking and talk in math lessons, especially those which intentionally create language opportunities for multilingual learners.
    • Build awareness of opportunities for student agency and focus on the development of student agency in lesson planning.

    Module 10: Course Wrap Up
    Objective: In this module you will reflect on the learning from the course and plan for sustaining the focus on SEAD. You will:

    • Reflect on the learning from the course.
    • Understand that attending to SEAD in math classrooms is a process and reflect on/make a plan to sustain the work.