Designing Student Practice in Math

This professional development opportunity will introduce teachers to structural differences in problem sets that support students' growth through the stages of the Instructional Hierarchy. The variance and organization of problem types during independent practice can either promote or hinder growth. It is important that teachers provide the right kind of student work to support the acquisition, fluency, generalization, or retention of mathematical concepts and procedures.

Objectives
At the end of this training, participants will be able to:

Create student practice aligned to acquisition stage of learning
Create student practice aligned to fluency stage of learning
Create student practice to promote generalization
Create student practice to promote long-term retention

Target Audience
Special Education Teachers, Elementary Teachers; Interventionists; Instructional Coaches; Curriculum Coordinators