Increase K-8 Math Achievement With 12 High-leverage Teaching Practices


Speaker: Deborah Loewenberg Ball


SKU: 10811

Webinar Description

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Snapshot: Every teacher knows that asking questions is an important teaching practice for engaging students in the lesson at hand. This is true whether you are teaching history, language arts or mathematics.Asking questions may be a universal practice, but framing questions precisely and purposely is a complex skill that varies across different subject areas and that often takes years to master. It’s one thing to ask a question that prompts students to reduce an improper fraction and another to ask questions that support students’ efforts to prove a mathematical claim or analyze data.To increase student learning, teachers need to refine their use of high-leverage teaching practices. High-leverage teaching practices are those practices that are fundamental to the work of teaching and most likely to affect student learning.

In this webinar Deborah Loewenberg Ball, an experienced teacher and leading researcher on math instruction, will help you deepen your thinking about 12 important teaching practices in the math classroom. Deborah will share lessons learned from the elementary mathematics professional development classroom laboratory in Ann Arbor, MI that is at the core of her research.

As part of an initiative to redesign the professional training of teachers, Deborah and other researchers at the University of Michigan have identified a set of high-leverage teaching practices that significantly increase student learning. Deborah will describe the use of 12 of these practices in the math classroom and show video clips on how to implement them.

Webinar topics:

  • Implementing organizational routines and strategies to create an effective learning environment
  • Establishing norms and routines for classroom discourse and work that are central to the content
  • Setting up and managing academically productive small-group work
  • Eliciting students’ thinking
  • Recognizing common misperceptions and patterns of student thinking at your grade level
  • Identifying and implementing an instructional strategy or intervention in response to common patterns of student thinking
  • Choosing, appraising, and modifying instructional activities (problems, texts, and materials) for a specific learning goal

Other webinar topics:

  • Developing an instructional activity to support a specific learning goal
  • Using representations, models, and examples
  • Explaining and modeling core content ideas and processes
  • Leading a whole class discussion of content
  • Selecting and using methods to assess students’ learning on an ongoing basis within and between lessons


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About the Speaker

Deborah Loewenberg Ball

Deborah Loewenberg Ball is dean of the School of Education at the University of Michigan at Ann Arbor and director of a new organization, TeachingWorks, also at the University of Michigan, which is leading an effort to rebuild the system for preparing teachers for our nation’s schools. She runs the Elementary Mathematics Laboratory at the University of Michigan School of Education, a professional development resource as well as a “classroom” for students. Deborah Loewenberg Ball, PhD, is an experienced elementary classroom teacher and a researcher who studies mathematics education, with a focus on improving teaching quality and student learning. She also works on teacher professional development. 

Deborah has authored or co-authored more than 150 publications and has lectured and made numerous major presentations around the world. Her research has been recognized with several awards and honors, and she has served on several national and international commissions and panels focused on policy initiatives and the improvement of education. Deborah was nominated by President Barack Obama, and unanimously confirmed by the Senate, to serve on the National Board for Education Sciences. In 2007, she was elected to membership in the National Academy of Education.


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