Read about our PD offerings below, or click the calendar icon to jump to Calendar view.

Any of the offerings below may also be scheduled by request if there is enough interest and sufficient enrollment. Please contact donnac@gwi.net or sherry_soares@terc.edu for more details.


Online/Blended

Analyzing Student Work to Inform Math Instruction

Analyzing Student Work to Inform Math Instruction is a blended online and face-to-face course for adult education instructors at all levels (novice, intermediate, and advanced) who are looking to improve their ability to analyze and make use of student work in mathematics. In this course, we will look at both student videos and student written work, with a stronger emphasis on the latter. Participants are encouraged to collect and bring examples of student work from their own classes to the face-to-face session. Total completion time is approximately 8 hours.

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Exploring Exponents

This five-session virtual course builds on the Building a Solid Foundation course and is based on the College and Career Readiness Standards for Adult Education, including the Standards for Mathematical Practice and the key instructional shifts. The emphasis will be on helping you develop your own conceptual understanding of core math topics related to exponents, while modeling instructional strategies for the classroom. You will be encouraged to try out new ideas between each session. 

Topics covered include: patterns with exponents, powers of 10, interest rates, and graphing with exponents.

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NEW COURSE! Exploring Linear Equations

In this course, participants will explore linear relationships using real life applications and hands-on explorations. Participants will create equations and graphs from proportional and nonproportional situations looking at patterns and real-life situations. Building on those ideas, participants will then create systems of equations starting with a real-life situation and learn various strategies to solve the system: graphing, substitution, and elimination. Participants will extend their understanding of linear equalities to linear inequalities, interpreting solutions of linear inequalities. Digital technology will be addressed by utilizing Excel for graphing situations.

Exploring Linear Equations and Inequalities is a blended course composed of two face-to-face sessions and one online session. The online session takes about 4-6 hours to complete. The total completion time is approximately 18 hours. The course schedule is as follows:

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CCRSAE Standards for Mathematical Practice

During this series, you will consider ways to engage students in each of the mathematical practices. The challenge of working through problems in the assignments will encourage you to consider the perspectives of both the learner and the teacher, forming the basis for a rich group discussion on strategy and practices. Discussion will take place during the webinar meetings using the live chat box and polls.

This series runs over several weeks and is composed of two Internet-based assignments (to be completed independently in Weeks 1 and 3) and two live webinars. You must commit to all four parts. The total completion time for both the independent work and the webinars will be 6–7 hours.

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Exploring Exponents

This online course focuses on exponents and their properties using real-life situations. Participants will deepen their conceptual understanding of exponents by exploring the connections among in/out tables, graphs, equations and verbal expressions. Each lesson begins with a question to pique interest in the topic. Through exploration, participants will investigate the effect exponents can have on situations.

  • Check back for 2018 dates soon!

Making Sense of Fractions

Both teachers and students often report that the hardest thing to teach and learn is fractions. There are so many rules to remember and none of it seems to make sense. By building a solid conceptual understanding of fractions, teachers and students can understand those rules instead of memorizing them. Fractions don’t have to be a source of frustration and anxiety!

In this course, you will deepen your understanding of the meaning of fractions through a series of hands on activities and visual explorations. You will learn to develop your own non-routine fraction questions to guide your students to a deep and full understanding that will serve them well as they continue to work with fractions throughout their math education. You will also learn the reasoning behind all those fraction procedures students memorize in school and ways to teach them that allow students to develop conceptual understanding and procedural fluency at the same time.

Making Sense of Fractions is a blended course composed of two full day face-to-face sessions and two online sessions. Each full day session runs approximately 9am-4pm and each online session takes about 3 - 4 hours to complete.

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NEW COURSE! Making Sense of Proportional Reasoning

Adult students, even at the lowest levels, have experience with and intuition about proportional reasoning. By integrating proportional reasoning throughout the curriculum, teachers can help students develop their life and career skills and be prepared to tackle algebra with understanding and confidence. 

Making Sense of Proportional Reasoning is a blended course made up of 2 half-day, face-to-face sessions and 2 week-long online sessions. Total completion time is approximately 16 hours. This offering is for adult education instructors at all levels of experience and math confidence. 

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Mathematizing ESOL series

These self-paced, moderated online courses are designed for ESOL teachers who wish to strengthen their own math knowledge and learn strategies for integrating math and numeracy into their practice. Throughout the courses, teachers will reflect on their own practice in relation to course content and participate in discussions with colleagues. Lessons throughout the course are designed to help participants build the components of a culminating project for their class that integrates math skills and builds on language acquisition. Courses run over 6 weeks.

Mathematizing ESOL I: Integrating Whole Number Operations

Participants will engage in math activities aimed at deepening their own conceptual understanding of math notation and operations with whole numbers, and develop lesson ideas that accommodate students with various math and language levels.

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Mathematizing ESOL II: Integrating Benchmark Percentages and Decimals     

The second course in this series is designed to give ESOL teachers the math knowledge they need to integrate benchmark fractions, percentages, and decimals into their language classrooms. Teachers will engage in math activities, reflect on their own knowledge and assumptions about math, and learn strategies for integrating benchmark numbers in ESOL lessons while continuing to focus on language acquisition and effective communication. You must have completed Mathematizing ESOL I to register.

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Mathematizing ESOL III: Integrating Ratio Reasoning

The third course in this series is designed for English language teachers who want to deepen their own conceptual understanding of ratios and proportions and to learn strategies for helping students build ratio reasoning skills. You must have completed Mathematizing ESOL I and Mathematizing ESOL II to register. 

Spring 2018 Section runs March 19th to April 24th. REGISTER HERE!



Questioning Techniques in the Math Classroom  

Questioning Techniques in the Math Classroom is a blended course about the craft of fostering productive student dialogue in the math classroom, as a way to improve learning outcomes. This four part course examines the following interconnected topics:

  • Creating a culture of classroom discourse
  • Asking effective math questions to probe and further student thinking
  • Providing wait/think time
  • Making the most of student mistakes

This course is recommended for participants who are currently teaching math or who have access to a math classroom in which they can try out and practice new techniques.  This course involves two asynchronous online sessions and two half-day face-to-face sessions, approximately 4 hours each, 16 hours total.

Spring 2018 Schedule

  • May 11, 9:00am-1:00pm (F2F Session, Holy Oak, MA)
  • May 12- 17 (Online module, self paced)
  • May 18 9:00am-1:00pm (F2F Session, Holy Oak, MA)
  • May 19-27 (Online module, self-paced)

Research-Based Adult Numeracy Study Circle

This course is designed to engage adult education professionals in reading and reflecting on research on adult numeracy. This research forms a solid basis from which to support effective math teaching and learning. The course is composed of two self-paced online modules and one face-to-face meeting.

By the end of the Study Circle, participants will be able to:

  1. Discuss research on numeracy, math teaching and learning
  2. Make personal connections to the research and their individual practice
  3. Describe implications from research for instruction and student learning
  4. Consider implications from research for instruction and professional development

Instructional Shifts for the CCRSAE for Mathematics

This two-part webinar series introduces the three instructional shifts—focus, coherence, and rigor—described in the College and Career Readiness Standards for Adult Education for Math (CCRSAE). Facilitators will use concrete math examples to explain and illustrate each shift. You will have frequent opportunities to interact through polls and to contribute to the discussion using the chat feature. 

 Face to Face

Number Line Concepts

Number Line Concepts is a half-day, face-to-face workshop designed to help adult numeracy teachers appreciate how number lines are important visual representations, spanning levels and domains in the College and Career Ready Standards for Adult Education (CCRSAE). In addition, teachers will look at student work and discuss ways to integrate number lines into the classroom.


Aligning Math Curriculum with the CCRSAE Open House  

This event is an ongoing opportunity to support you in developing instructional units as part of an overall ABE math curriculum. We will encourage you to use Wiggins & McTighe's Understanding by Design (UbD) model to develop contextualized instructional units based on the CCRSAE. You are encouraged to attend with colleagues from your program (including teachers and directors) as part of a team.

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To inquire about hosting an OPEN HOUSE at your site, contact Donna Curry.

Building a Solid Foundation   

Building a Solid Foundation (BSF) focuses on developing conceptual understanding of math topics. The CCRSAE for Mathematics and its supporting elements (the Standards for Mathematical Practice and key instructional shifts) will be used as a foundation from which to explore what should be taught and when and how it should be taught. These elements will be illustrated through activities that will build your content and pedagogical knowledge. The CCRSAE Standards will be explicitly addressed as appropriate, as will research on effective mathematical teaching.

Topics to be covered:

  • Number and operations: base 10 and fractions
  • Ratio and proportional reasoning
  • Operations and algebraic thinking
  • Geometry
  • Measurement and data

BSF is the first in a series of sequential offerings focusing on math content and pedagogy. It is a prerequisite for those who wish to take the second course in the series (Math Concepts).

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EMPower Plus in the Classroom

This one-day workshop introduces the EMPower Plus materials, which provide activities and practice materials specifically designed to help adult learners deepen their conceptual understanding of math concepts in real-life contexts. The workshop includes an overview of the methodology and content of the EMPower Plus materials, tips for using them in the classroom, sample activities to try out, and guidance for developing unit plans using EMPower Plus.

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Math Concepts  

This four-session course builds on the Building a Solid Foundation (BSF) course and is based on the College and Career Readiness Standards for Mathematics, including the Standards for Mathematical Practice and the key instructional shifts. As with BSF, the emphasis will be on helping you develop your own conceptual understanding of core math topics while modeling instructional strategies for the classroom. Research on teaching and learning math will be integrated throughout the course. You will be expected to try out new ideas between each full-day session.

Topics to be covered:

  • Number and operations: base 10 and fractions
  • Linear functions
  • Geometry
  • Introduction to statistics

PLEASE NOTE only those who have already completed Building a Solid Foundation or who pass a placement test may register for Math Concepts.