Calendar

Jun
25
Mon
Differentiation through Math Menu: Meeting the Needs of All K-6 Students @ CVEDC Classroom
Jun 25 – Jun 28 all-day
Differentiation through Math Menu: Meeting the Needs of All K-6 Students @ CVEDC Classroom | Colchester | Vermont | United States

Instructor: Christian Courtemanche

Dates:       June 25-28, 2018; 8:00 am – 4:00 pm plus 2 follow up classes 10/4 and 11/6; 3:30 pm – 6:30 pm

This 3 credit graduate course explores a menu model for differentiation, reframing Tier I math instruction in order to meet the ongoing range of instructional needs. Learn how to manage a ‘centers’ approach to your teaching and restructuring your math block to allow for small group and individualized lessons. Embedded in the coursework will be examining lessons through the lens of the Common Core Math Standards of Practice, as well as how to utilize technology as a direct tool for math instruction.

Explorations include:

  • How can I keep up with my curriculum map AND make accommodations in time for students struggling with math concepts?
  • What do I do with students who consistently finish their math assignments early?
  • How do I maintain a pace that matches different students’ needs?
  • How can I maximize integrating technology with limited resources?
  • When do I use a Tier II intervention and when do I support students in the classroom?
  • How can I find time to incorporate the great games and resources that are part of my math program?

Texts:

  • Jorgensen, J. and M. Murray. (2007). The Differentiated Math Classroom: a guide for teachers, K-8
  • Hoffer, Wendy Ward (2012). Minds on Mathematics: Using Math Workshop to Develop Deep Understanding in Grades 4-8
Math Menuflyer.18
Math Menuflyer.18
Math-Menuflyer.18.pdf
147.6 KiB
14 Downloads
Details
Differentiation Math Menu Syllabus 2018
Differentiation Math Menu Syllabus 2018
Differentiation-Math-Menu-Syllabus-2018.pdf
136.3 KiB
12 Downloads
Details

Vermont Core Teaching Standards Addressed:
Standard 1: Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard 2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards
Standard 3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Standard 7: Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard 8: Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard 9: Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community) and adapts practice to meet the needs of each learner.

Jul
5
Thu
Transforming Teaching & Learning Through Mindfulness and Restorative Practices /Summer 2018 @ CVEDC Classroom
Jul 5 all-day
Transforming Teaching & Learning Through Mindfulness and Restorative Practices /Summer 2018 @ CVEDC Classroom | Colchester | Vermont | United States

Instructor: Annie O’Shaughnessy    Hybrid/Online course

Start Date:  July 5    Face to Face Dates:   July 12, 13, 16, 17, 18, 2018    9:00 am – 3:30 pm  End Date: July 25, 2018

Online Work:7/5-7/11  and  7/19-7/25

Target Audience: Educators, therapists & helping professionals

In this course we will explore Mindfulness and Restorative Practices as foundational and interdependent practices central to developing a vital learning community. While class meetings will be primarily experiential in order to develop an embodied understanding of mindful awareness and restorative work, online material and assignments will challenge participants to become fluent in the principles, science and research that support them.

Emphasis is placed on each participant’s unique goals and teaching styles, providing structure, resources and support for the tricky, often challenging work of teaching content while building community and attending to the social and emotional needs of students. Finally, participants will experience the power of Mindfulness and Restorative Practices as tools within a collaborative reflective practice, looking closely at our teaching lives.

Participants will:
· Review research on the effect of mindful awareness activities and restorative practices (RP) on classroom learning, executive functioning & behavior and teacher/counselor wellness.
· Use mindful investigation and analysis to improve teaching practice
· Design & implement mindfulness activities that are developmentally appropriate and feel authentic to the teacher.
· Learn how RP works to improve classroom culture, decrease behavioral incidents and increase positive academic risk-taking.
· Explore how RP can be woven into content instruction

Includes book: Rechtschaffen, D. (2014). ​The Way of Mindful Education: ​Cultivating Well-Being in Teachers and Students and Riestenberg, N. (2012). Students & Circle in the Square: Building Community and Repairing Harm in School.

MindfulnessRPcourseflyersummer18
MindfulnessRPcourseflyersummer18
MindfulnessRPcourseflyersummer18.pdf
307.2 KiB
14 Downloads
Details
Summer 2018 Syllabus Mindfulness & Restorative
Summer 2018 Syllabus Mindfulness & Restorative
Summer-2018-Syllabus-Mindfulness-Restorative.pdf
115.5 KiB
16 Downloads
Details

Standards are for Teaching
Standard 3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Standard 8 : Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard 9: Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community) and adapts practice to meet the needs of each learner.

For Leading:
Standard 2: An education leader promotes the success of every learner by advocating, nurturing, and sustaining a school culture and instructional program conducive to learning and staff professional growth.
Standard 5: An education leader promotes the success of every learner by acting with integrity, fairness, and in an ethical

About the Presenter: Annie O’Shaughnessy

Aug
7
Tue
OGAP Additive Reasoning @ CVEDC Classroom
Aug 7 – Aug 9 all-day
OGAP Additive Reasoning @ CVEDC Classroom | Colchester | Vermont | United States

Instructor: Karen Reinhardt and Christian Courtemanche

Dates:    August 7 – 9, 2018  Time: 8:00am – 4:00 pm

Sept. 28:  Nov. 16:   Jan. 11:  Feb 15:  Time: 3 – 7 pm

*Participants must register as a team of 2 or more from a school       ** Optional 3 graduate credits-St. Mike’s**

Target Audience: K-3 Classroom teachers, interventionists and special educators

The Ongoing Assessment Project (OGAP) for Additive Reasoning is a systematic and intentional formative assessment system in mathematics based on mathematics education research on how students learn additive concepts, common errors students make, and preconceptions or misconceptions that may interfere with learning new concepts or solving related problems.

The system involves using the OGAP Additive Framework/Learning progression and other OGAP processes, together with knowledge related to the teaching and learning of additive concepts and skills to implement a continuous and intentional system of instruction, probing with instructionally embedded questions, and analysis of evidence in student work to make timely instructional modifications.

Evidence from OGAP work with hundreds of OGAP teachers has shown that utilizing the knowledge from the professional development is best solidified as teachers use this knowledge with students and that seems to happen best when teachers are supported on an ongoing basis through a system like PLCs.

OGAP Additive Reasoning professional development consists of 3 full day and 4 half day sessions organized around mathematics content, mathematics education research, and evidence in student work and instructional decision-making using formative assessment and learning progressions. Throughout the training, participants will learn how to use the OGAP Additive Framework and OGAP Additive Item Bank with their students to enhance the use of their current program materials and the CCSSM. Participants will be expected to bring student work from their classrooms/schools to days 3-7 of the training.

Facilitator biographies can be found on our website under the “About” tab.

OGAPAdditiveCVEDC Flyer
OGAPAdditiveCVEDC Flyer
OGAPAdditiveCVEDC-flyer.pdf
247.9 KiB
1 Downloads
Details