Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Instructional Practice topic
No spam. Unsubscribe anytime.
Board participates in classroom-style math exercise to see inquiry-based instruction in action
Summary
Teachers led trustees through a notice-and-wonder protocol, partner talk and group whiteboard tasks to demonstrate how students develop conceptual understanding before using formulas; presenters said this practice supports CAASPP performance tasks.
District math staff gave board members a brief, hands-on classroom experience to illustrate inquiry-based instruction used in local math classrooms. Trustees completed a quick graphing activity, did partner talk, and worked on whiteboards to model student collaboration and private reasoning time.
"So we're gonna put you in the shoes of a math learner," instructor Renee Farrell told trustees before launching the activity. Teachers explained that the classroom sequence (launch, explore, summarize) is designed to build understanding before introducing formal procedures and formulas; staff said this approach helps students explain reasoning on CAASPP performance tasks. Several teachers asked for more paid, face-to-face professional learning time so instructors can align practice across sites.
