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.
Instructors: Ellen A. Thompson, Ed.D. with June Golato, M.S., CCC-SLP
Dates: January 24 – May 9, 2018 Face-to-Face Dates: 1/31, 3/7 and 5/2 Time: 4:00 – 7:00pm
Target Audience: Teachers of Grades 2-8
This hybrid course will allow participants to understand more completely what the expectations are for the teaching of how to get readers really thinking about their reading within the context English-Language Arts Common Core State Standards (ELA CCSS). All participants will use NEO, a cloud-hosted Learning Management System to gain new content information, contribute to large group and strand discussions, hand in and share assignments, and discuss readings, etc.
For teachers to encourage and produce readers who really love reading, we have to nurture them into deep understanding of their reading and help them understand that how and what they think matters. In an age of fake news and more, the importance of supporting readers to be critical thinkers and readers is of the utmost importance.
Some of the main goals of this class include:
1. Examine the ELA CCSS standards for content and teaching shifts
2. Explore deep reading instruction for elem/middle level students in depth
3. Reflect and discuss in ways that disrupt our own thinking as well as the thinking of our students
4. Consider the implications this work has on classroom practice to map out a strategic plan for classroom-based applications
5. Develop an understanding of the use of EDU20.org (NEO) to support learning of the CCSS and to support the learning of other class participants
6. Use the ELA CCSS to create a meaningful unit of study and/or research best practice to promote deeper student understandings for reading that matters
7. Collaborate with colleagues to develop a community of learners to support this new learning
*includes 3 grad credits from St. Michael’s College & texts: Disrupting Thinking: Why how we read matters, Kylene Beers & Robert E. Probst and Falling in Love with Close Reading: Lessons for analyzing texts – and life, Chris Lehman & Kate Roberts
Ellen A. Thompson, Ed.D. a National Board Certified Early Childhood Generalist, has taught as a classroom teacher in Vermont for over twenty years. She was named the Vermont State Teacher of the Year in 1993. Her previous experience includes teaching and research faculty at the University of Vermont, Essex Town District Staff Development provider in literacy and assessment practices and now Director of Instruction & Information Services there.
June E. Golato has been a practicing Speech Language Pathologist in Vermont schools and in private practice for 30 year’s Prek-12. In 2014, June earned a Certificate of Advanced Graduate Study in Reading from St. Michael’s College and holds a Literacy Specialist endorsement as well as a Speech Language Pathologist license. June currently is a Speech Language Pathologist at Essex Elementary School in Essex Town.