Instructor: Betsy Allen. M.Ed., CAS
Dates: Wednesdays 4-7:30 pm : January – 10, 17, 24, 31 February -7, 14, 21 March 7, 14, 21 and 28
Target Audience: Teachers Grades 3 – 8, Special Educators, and interventionists
This 3-graduate credit course will explore the learning progressions and the standards progression of the Vermont Common Core State Standards along with current research on how students develop a deep understanding of fractional concepts. Each participant will analyze student work to identify where students are on a learning progression, identify the common misconceptions, and then develop and plan next instructional steps. They will collaborate with other grade level teachers to strengthen and/or develop their fraction unit, including formative assessments and instructional strategies and lessons, with integrated technology.
1. Participants will deepen their own content knowledge of fractions.
2. Participants will know and understand fraction content of the CCSS across grade levels and the shifts of content.
3. Participants will know the cognitive research about how children develop fractional concepts that is the basis for the learning progressions.
4. Participants will learn how to identify where students are on a learning progression and identify student misconceptions.
5. Participants will develop a variety of instructional strategies to promote student learning.
6. Participants will develop and/or strengthen a fraction unit of study and incorporate the use of formative assessments as an instructional strategy.
7. Participants will learn technology applications and games during the course so that they might incorporate them in their instruction.
|Date:||October 13, 2017|
About our Instructor: Betsy Allen is the District Math Coach in Essex Westford School District. Prior to this, she graduated from VMI and coached math at Hardwick Elementary. Betsy represented Vermont in several Smarter Balance Assessment projects.
Facilitated by Mary Lynn Riggs
Dates: Jan 30, Feb 21, Mar 20 and April 17, 2018 *plus 3 additional hours of collaborative time or online, along with brief readings/pre-writes that will be provided a week before seminar. 15 recertification hours
Hours: 1:00 – 4:00 pm afternoon refreshments
Target Audience: District/SU teams of 3-5 instructional leaders who are committed to active participation and deep thinking about pervasive social, economic and environmental issues.
This is the first CVEDC Thought Partner seminar series for district teams to explore the definition of global citizenship as it pertains to Vermont schools and communities. If we are to engage students in personalized and flexible learning opportunities, how do we structure learning so that we prepare students with the skills, competencies and knowledge to be responsible world citizens? How can students and teachers make a difference in the future of our communities and our world? How do we engage our communities in this process? Why does this matter, particularly in today’s world?
What are the steps your district can take toward integrating global citizenship learning opportunities in PreK-12 learning environments? What local resources are available to support your efforts? How might you frame your work on the United Nations Goals for Sustainable Development?
This seminar will meet 4 times to engage teams in facilitated dialogue around global citizenship. Readings, resources and guest(s) at each session will introduce teams to information and strategies to support districts in developing goals and strategies to think globally and act locally. Each seminar will include local K-12 school and community resources and models. Individuals will have the option to earn micro-credentials around global citizenship, and teams will leave with a rationale, goals and actionable plan to present to their faculties and communities. Our guests will include educators (K-college) who are incorporating Global citizenship into their curricula, local student activists/educators and community supports.
*A Thought Partner Series is a venue for collaborative work with regional partners. Thought Partners:
- Challenge your thinking.
- Cause you to modify or change your paradigms, assumptions or actions.
- Has information/a way of thinking that provokes you to innovate or otherwise leads to value creation in your business, career or life.
Facilitated by: Christian Courtemanche, Math & Science Instructional Coach –MMMUSD & Regional Professional Developer
Dates: February 7 & March 28, 2018
8:30 registration, 9:00-3:30 breakfast and lunch included
Target Audience: Grades 2-5 educators and coaches interested in developing a more robust pedagogy around problem solving in their math workshop.
Description: Participants will be guided to develop deeper understandings for the role and purpose of problem solving in a curriculum, the connection between problem solving and the Common Core State Standards, and how to use problem solving to boost student interest and engagement in math and performance on SBAC performance tasks. Over the two sessions, teachers will collect and develop 3-ACT Problem Solvers to use in their classrooms, explore how to best adapt current problems from within their existing programs, and reflect on implementation of these richer problems with their own students.
Session #1: Changing our Paradigms about Problem Solving
· Why is rich problem solving such a critical component of 21st century math education?
· How is rich problem solving different than the story problems found throughout most programs?
· Where is problem solving in the CCSSM Standards?
· Understand and use the 3-Act model for problem solving developed by Dan Meyer (TedTalk), and expanded upon for primary grades by Graham Fletcher
· Collect and develop Problem Solvers to use in your own classrooms, connected to current unit understandings
Session #2: Taking the Next Steps in Problem Solving
· Where does this fit? Embedding problem solving in regular routines and curriculum mapping
· When helping hurts: How to best support students when they are stuck
· Meaningful extensions: How to best expand problem solving for students who excel
· Is it just about the right answer? Assessment & feedback with problem solving
· Problem Solving Climate: Building positive attitudes toward problem solving
|Date:||November 3, 2017|
About our Facilitator: Christian Courtemanche is the Chittenden East District Math and Science Instructional Coach and has been teaching Math Menu for Differentiated Instruction since 2013 as a graduate course. One of CVEDC’s most popular courses, Christian will work on extending these strategies so that teams and leaders can work on fine-tuning a menu model throughout their schools, based on the success of current implementers.