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Using Routines to Meet the Urgent Needs of Our Students with Grace Kelemanik and Amy Lucenta

Time to complete: 

We brought Grace Kelemanik and Amy Lucenta, co-founders of Fostering Math Practices and authors of the book Routines for Reasoning, back to Highest Aspirations to build on our previous conversation for a two part series around using routines in remote instruction. Listen here, wherever you get your podcasts or in the embedded players below.

Part 1: Essential Questions

  • How can incorporating routines into remote learning reduce stress and uncertainty for students while also supporting language development and discourse? 

  • What are some strategies that provide English learners with opportunities to develop mathematical thinking in remote and hybrid learning environments? 

  • How has the unfinished learning caused by the pandemic shifted teachers’ mindsets, and what COVID Silver Linings have surfaced?

Part 2: Essential Questions

  • What strategies can educators use in remote environments to increase learning capacity and promote student agency? 

  • What similarities and differences can we draw between what a language rich classroom looks and sounds like in-person versus virtually? 

  • How can routines support teachers and students when we transition back to in-person settings and begin to address “unfinished learning”?

During our conversation, we mentioned the following books and resources:

Grace Kelemanik comes to us with more than 30 years of mathematics education experience. As a frequent presenter at national conferences, she meets and continues to support countless math educators on their journey as thinking facilitators. She has served as an urban high school math teacher, Education Development Center Project Director, and extensively supports new and pre-service teachers through the Boston Teacher Residency program. 

Most recently, Amy Lucenta served as a secondary mathematics Clinical Teacher Educator for the Boston Teacher Residency Program. Her experience spans K-12, teaching both middle and high school, then extending into elementary as a math coach. Her passion for helping struggling learners focus on developing the standards for mathematical practice is evident in the book and in our conversation, where she continues to explore how to develop mathematical thinkers through establishing routines that lead to success.

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