A 2 Day Workshop with John Tapper, Ph.D.
Target Audience: Special Educators, Math Interventionists
Dates:Jume 21 & 22, 2018; 8:30 am registration; 9 – 3:30 pm
Using key components of his book Solving for Why and his work with the All Learners Project, John Tapper will present a sensible and effective approach for serving students who are on Individual Education Plans for Math (K-8). The approach outlined in this workshop includes:
· How to write IEPs using a trajectory of High Leverage Concepts to focus instruction
· Using High Leverage Concepts to target instruction on the most important math understanding
· Conducting Clinical Interviews to determine student thinking and design intervention that works
· Working with classroom teachers to design Menu activities for students below grade level
· Helping parents to understand the needs of their children in math
Participants will leave with new skills they can put into practice in the new school year for more successful work with students on IEPs who struggle with math.
includes book: Solving for Why: Understanding, Assessing and Teaching Students Who Struggle with Mathematics K-8 by John Tapper
|Date:||March 28, 2018|
Dr. John Tapper is a professor at St. Michael’s College His focus is on helping teaching candidates learn best practices for teaching math and science. His approach is active, inquiry-based, and centered on the learner. He is the highly-acclaimed author the book Solving for Why.
Instructors: John R. Tapper and Sandi Stanhope
Target Audience: Math Instructors and Interventionists Grades K-8
MSL is a 3 credit course that answers the question: What can I do for the students in my class who have difficulty with mathematics? The techniques in this course have been used by hundreds of regular and special education teachers to understand – and then teach – the students in their classes who need support. The emphasis in MSL is to first gain a deep understanding of how a struggling student understands key concepts, and then to build an intervention to address her thinking. The course includes mathematical explorations, techniques for investigating student thinking, ways to build learner independence, and approaches for making instructional teams to implement interventions.
- Identify common barriers to learning mathematics and strategies to help learners overcome these barriers
- Use whole class and individual assessment tools to identify particular learning struggles
- Make sound instructional recommendations based on assessment gathered from a variety of sources.
- Learn new instructional strategies for areas of mathematics that are particularly likely to cause struggles
- Understand the underlying reasoning – additive, multiplicative, and proportional – that supports mathematical thinking in the elementary school
- Be familiar and comfortable with a variety of alternative and/or student conceived algorithms for common problems involving number, especially related to fractions, decimals and percents
Text: Solving for Why: Understanding, Assessing, and Teaching Students Who Struggle with Mathematics, K-8 by Dr. John Tapper
|Date:||March 19, 2018|
|Date:||March 19, 2018|
Vermont Core Teaching Standards
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 4: Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Standard 5: Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard 6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
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.
Instructor: Karen Reinhardt and Christian Courtemanche
Course Full-Waitlist available
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.
|Date:||February 14, 2018|
Instructor: Betsy Allen. M.Ed., CAS
Dates: August 13 – 15, 2018 8:00 – 3:30 pm, Sept 13, 20, Oct 4, 11, 25, 2018 4 – 7:30 pm
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:||May 24, 2018|
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.