Jennifer Chang-Wathall is an independent educational consultant, author and part time instructor for the University of Hong Kong.
With over 25 years’ experience in the education field, Jennifer has worked in several international schools including South Island School, Hong Kong and The United Nations International School, New York and Island School, Hong Kong.
In the international arena she has presented numerous keynote addresses and workshops about concept-based mathematics and concept-based curriculum and instruction to K-12 educators. Jennifer holds a degree in Pure and Applied Mathematics from the University of Sydney and completed post graduate studies at the University of Hong Kong. Based on her Masters of Arts in Educational Technology she also facilitates concept-based mathematics online courses, gives talks about innovative uses of digital instructional media and how to effectively integrate a 1:1 program into the classroom.
As a qualified International Baccalaureate workshop leader ("Mathematical Studies, Mathematics Standard and Higher Level, Concepts and Inquiry in the Diploma Program and Approaches to Teaching and Learning") Jennifer has delivered numerous workshops in the Asia Pacific region. Her role as a field representative for the IB Asia Pacific serves as part of the quality assurance framework. She has been invited to give several talks at the IB Asia Pacific and IB Americas annual conferences.
She is a certified trainer in the DISCtm behavior assessment tool and she is a certified independent consultant in "Concept Based Curriculum Design" by Dr H. Lynn Erickson. Jennifer works as an independent consultant helping math departments and schools transition to concept-based curriculum and instruction. She utilizes her skills as a certified Performance Coach to facilitate transition and change.
Jennifer consulted for the IB on the new diploma mathematics courses for first teaching in 2019 to develop a concept-based mathematics curriculum model. She is currently working with a major publisher on student reference books for the new IB Mathematics courses.
Her best-selling book titled "Concept-Based Mathematics: Teaching for Deep Understanding in Secondary Schools" was released in February, 2016.
Engaging Instructional Strategies for the Mathematics Classroom
(repeated on Saturday)
This interactive workshop will cover eight instructional strategies to engage students and promote and enhance learning. Participants will be immersed in a social constructivist environment and partake in highly engaging learning experiences
Concept-Based Mathematics: Teaching for Deep Understanding
This interactive workshop will look at an overview of the Structures of Knowledge and Process and how to craft generalizations (statements of conceptual understanding) for the discipline of Mathematics. Participants will be immersed in a social constructivist environment and partake in highly engaging learning experiences. Whilst examples will refer to mathematics, other subject area teachers can see how this can be transferred to their subject as well as understand how their students are learning mathematics and make relevant connections.
Concept-Based Mathematics: What's all the talk about?
What is Concept-Based Mathematics and how do we promote discourse in the mathematics classroom? Jennifer will also introduce the three-dimensional concept-based model for curriculum and instruction and how we can transition towards this model. Traditional curriculum focuses on rules and procedures with little understanding of the conceptual relationships of mathematics—and mathematics is a language of conceptual relationships. Traditional mathematics learning also assumes the deep understanding of concepts, and sometimes fails to teach for transferability, or to consider context. How do we focus curriculum and instruction to focus on conceptual understanding while fostering 21st-century skills in the mathematics classroom? Jennifer will discuss the three-dimensional concept based mathematics curriculum model and highlight the power of visualization and the value of the inductive teaching approach when learning mathematics.
Inquiry-based Learning Experiences focusing on Conceptual Understanding
This session will be an interactive session which will focus on an inquiry-based mathematics learning engagements. The levels of inquiry will be discussed and teachers will walk away with hands-on practical learning engagements to use with their students.
Whilst examples will refer to mathematics, other subject area teachers can see how this can be transferred to their subject as well as understand how their students are learning mathematics and make relevant connections.
Participants will be able to answer the following questions after this workshop:
1) What are the levels of inquiry and how do I use these levels in my practice?
2) What is the inductive teaching approach and how do I apply this to mathematics learning experiences?
3) How do I design inquiry-led, concept-based learning experiences in my classroom?