Instructor: Christian Courtemanche
Dates: June 22 – 25, 2019; 8:00 am – 4:00 pm plus 2 follow up classes 10/6 and 11/5; 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.
- 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?
- 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
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.
Facilitator: Karen Lehning, FWSU Math Teacher Leader
Dates: June 23, 24, 25, 2020 Time: 9:00 am – *3:00 pm *4:30 if taking for credit *syllabus contains additional 2 credit course requirements, including 3 online asynchronous hours.
(includes light breakfast & lunch)
Target Audience: K-6 Math Instructors including special educators
This 3-day workshop will explore the impact of both teacher and student mindset on the math classroom. We will explore current research on growth mindset and how mindset impacts students’ beliefs about mathematics.
We will dive into rich mathematical tasks and explore activities that will engage students in meaningful learning opportunities. Participants will leave this workshop with resources they can use to create a math classroom that supports a growth mindset.
- Review research that support the implementation of practices that encourage a growth mindset in the math classroom.
- Evaluate and assess their own mindset to uncover beliefs and assumptions about mathematics.
- Design a series of activities that will move students toward a growth mindset.
All participants should read Mathematical Mindsets: Unleashing Students’ Potential Through Creative Math, Inspiring Messages and Innovative Teaching by Jo Boaler prior to the first meeting. It will be sent to you at your school shortly after registration. This book will provide the background for our work and participants will be digging into and discussing Boaler’s research throughout the workshop.
Participants taking it for 2 graduate credit: In addition to attending the 3-day series & additional hours, you will be expected to create a growth mindset resource guide that can be used in your math classroom. The final resource guide will include a series of growth mindset activities and math problems what will be designed to shift students’ mindset. Course participants will write a short reflection on their own shift in mindset as a result of the readings and course discussions. See syllabus online.
Text: Boaler, J., & Dweck, C.s. (2015). Mathematical Mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching.
|Date:||September 3, 2019|
|Date:||September 3, 2019|
Karen Lehning is currently a math specialist at the Georgia Elementary and Middle School. She has been an educator for 16 years, both as an elementary classroom teacher and math leader. read more…