Using Student Thinking to Inform Instructional Decisions

Eliciting student thinking requires teachers to shift their role to facilitators of learning and position students as sense-makers and the architects of their own understanding. When we know how to uncover student thinking and leverage it to make instructional decisions to deepen understanding and advance learning, we can facilitate meaningful mathematical discourse in our classrooms. Join Grace Kelemanik and Amy Lucenta for an interactive webinar where we unpack processes for eliciting and using evidence of student thinking and discuss strategies for making instructional decisions in the classroom.