“Help! They Don’t Know Their Facts!”
Moving Beyond Memorization by
Developing Fact Fluency
Multiple Session Options
Have you ever wondered why students don’t know their basic facts? We have all had that thought, “if they just knew their facts…” So, what if they did know their facts, and it was built by constructing relationships with numbers and by using models and strategies that promote conceptual understanding? In this 90 minute virtual session, we will explore the difference between fluency and memorization, barriers, and how to build fact fluency through conceptual understanding and developing students’ number sense.
Shelly Daun and Amanda Ironside have many years of experience working with teachers to successfully meet the diverse mathematical needs of their students by providing teachers with increased knowledge of how students learn math and what teachers can do to move their students along a continuum of deeper understanding.
Amanda Ironside has 20 years of experience in public education in which she has enjoyed working as an elementary teacher, math interventionist, gifted & talented teacher and instructional coach. Currently, she is the Gifted & Talented Coordinator for the Menasha Joint School District located in Wisconsin. Amanda is an instructional leader, focusing on curriculum development and enhancing educational pedagogy in order to meet the diverse needs of all students.
Amanda has extensive experience coaching and collaborating with teachers and students so that their unique academic and instructional needs are met through extensions and support when appropriate. Through coaching and collaborating, she shares research-based strategies and aids in developing instructional plans based on best practice. She is an innovator in her district, providing professional development in multiple disciplines and at all grade levels.
Shelly Daun has over 25 years of professional experience in public education. Currently, she is the Director of Curriculum, Instruction, and Assessment for the Menasha Joint School District located in Wisconsin. She has been an instructional leader and administrator for most of her career in education focusing on systems change and school-wide reform. She has worked in large suburban and high poverty school districts in Northeast Wisconsin.
Shelly has led school districts in district level and school improvement utilizing a systems approach to school improvement. All with a curriculum design that focuses on analyzing student data, developing standards and assessments, implementing research-based instructional pedagogy, honoring student equity, leadership development, and creating sustainability action plans. She has had success with developing and implementing school reform and improvement plans when schools are identified as needing improvement at the state level. Shelly is well versed in standards, assessment, K-12 literacy and mathematics instruction, equitable multi-level systems of support for students, Every Student Succeeds Act (ESSA) requirements, and leadership development.