Episode 20 | Universal Design for Learning, Productive Struggle, and Formative Assessment

Meagan and Brandon Dorman chat in the studio this week. We discuss a topic that is important in the Special Education world known as Universal Design for Learning, and how it can assist in creating an environment for all students to learn well, something that is central Meagan’s work. Also we focus on a related topic of Formative Assessment (assessing student knowledge along the path to learning not merely for grading or at the end of a unit). We discuss how shifting to these two foci supports a strong learning environment, rich with opportunity for students to learn. The use of several technology tools are brought up as Brandon’s work is completely focused upon this aspect of the learning enterprise.

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Good Mentors

I have been spending time with each of the AIMS facilitators that are members of our national cadre. I have talked with each of them virtually via a Google Hangout as a way of checking in to review the previous year. I have come away from each virtual meeting inspired. I am privileged to know… Continue Reading

Reflections on the 2017 California Kindergarten Association Conference

January 13-15, 2017 I was very fortunate to attend the 32nd Annual PK1 Conference, sponsored by the California Kindergarten Association. The conference was attended by many preschool, transitional kindergarten, kindergarten, and 1st grade teachers. This was a great place to gather with other teachers and early childhood leaders that were interested in early childhood education.… Continue Reading

What is Changing and What Will Never Change

It is an interesting time in America; there is change all around us.  But, what will never change is the need to educate our children…the need to continue improving the education of our children.  That improvement comes through the hard work of our teachers, improving their skills to improve the experiences of their students. At… Continue Reading

Making the Most of Mathematical Play

If you have been following our early math team’s work with three- and four-year-olds, you’ll know that we’re exploring the ways children develop knowledge and understanding in the context of mathematical play. We’re not interested in “social knowledge”, or the kind of knowledge that requires transmission from one person to another. Rather, we’re engaged in… Continue Reading

Called on the Carpet: A Reminder of My Own Beliefs

As a constructivist, I believe that young students bring a vast amount of knowledge with them when they first begin school. Whether that time is pre-school, transitional kindergarten, or kindergarten, all students come with experiences that have influenced how they think, what they believe, and what they know. They have constructed knowledge in the area… Continue Reading

Episode 19 | Beverly Ford, The Mathematics of Students

This highly nuanced topic is a core idea that we study here at the AIMS Center, and Ms. Beverly Ford has been a member of the Research Associates team longer than anyone around here. She gives us clear and coherent exposition what this idea means and how understanding it can be of benefit to teachers. This research focuses upon the idea of the “Epistemic Student,” a topic we have engaged with in earlier podcasts. We discuss some of the methodology of the Center in how we sort through deep ideas in the Mathematics of Students.

To see more from Beverly and her desire to understand the Mathematics of Students, head over to her most recent blog post at http://www.aimsedu.org/2017/01/18/mathematics-of-grace-using-finger-patterns/

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