More than Just the Basic Facts: Model, Monitor, and Master/Workshop Full – Waitlist available
Christian Courtemanche, Instructor
(MMUU Math and Science Instructional Coach and longtime CVEDC presenter)
Dates: February 7 and March 18, 2020 Time: 9:00 – 3:00 pm Coaches Corner 3-4 pm
Cost: CVEDC Members: $400 Non-members: $450 *cost includes game materials (dice, cards, etc.) and meals for both days
Target Audience: Grades K-4 educators, special educators, coaches and school/district-based teams
Mastery of addition facts is a key component for further work with larger numbers, fluency with subtraction, and application to multiplication, division, and fractions. So many students fall into traps of anxiety around mastering their basic facts. Others quickly memorize and then forget, leaving little strategy other than counting on fingers to fall back on when problems get more complex. How can we guide students toward fluency without fear or temporary shortcuts?
Over the two days, participants will focus on three areas for developing strong addition fact fluency that will last for years:
– Structure a routine for using 5-minute Number Talks that allow students to “discover” mental strategies for mastering facts
– Develop your own bank of Number Talks specifically tailored to addition basic fact mastery
– Connect various models for addition that both illustrate conceptual properties and help students visualize their mental strategies
– Incorporate a system for using quick formative assessment that provides individualized student feedback and targets specific instructional goals
– Compile a bank of powerful targeted games and instructional tools that support fact mastery
– Learn to match formative instruction with specific games
– Become familiar with math menu as a model for differentiating instruction
COACHES CORNER: The last hour of each session will be reserved for coaches and administrators interested in bringing the approach to a more systematic implementation: incorporating these structures into data team PLC systems, creating a vision and timeline for school- /district-wide implementation, and supporting teachers who are just getting started.
|Date:||October 1, 2019|
Christian Courtemanche (M.Ed) is the District K-4 Math and K-8 Science Instructional Coach in Mount Mansfield Unified Union School District. He has been in elementary and middle school education for over 10 years as both a classroom teacher and a curriculum specialist. As a elementary school teacher, Christian was recognized for his integration of music into curriculum and instruction. He was honored with the Praxis II Recognition of Excellence for being in the top 15% of all-time participants in the Elementary Ed: Content Knowledge exam. He teaches a graduate-level course through CVEDC on models for differentiation in mathematics as well as facilitates math and science committees, workshops, and professional development opportunities in rolling out and unpacking of CCSS-M and NGSS for districts and teams.
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.
Facilitated by Emily Rinkema and Stan Williams
Date: May 11, 2020 Hours: 8:30 Registration 9:00 – 3:30 pm Breakfast and lunch included
Target Audience: Teachers, Administrators, Coaches/Coordinators (Ideally teams)
The transition to a proficiency-based classroom and school is complex, not just for educators, but for families, students, and community members as well. Taking the time to clearly develop and articulate the WHY, WHAT, and HOW of our systems–whether they are unique to our classrooms or common across a district–can help ensure a smoother transition and a more controlled message. The work we are doing to transform teaching and learning is incredibly important. By creating some simple, clearly articulated documents that help drive our work and communicate with our stakeholders, we can work together to ensure success throughout this complex process.
· Develop a succinct WHY statement that drives the work of your classroom, school, or district.
· Draft a visual articulation of the WHAT of your proficiency-based system.
· Draft a HOW document, which articulates steps for implementation.
About our Presenters:
Emily Rinkema is a Proficiency-Based Learning Coordinator in the Champlain Valley School District in Vermont, spending half of her time supporting standards-based instruction and learning at the high school, and half supporting the middle schools in their transition to standards-based learning. She is the co-author of The Standards-Based Classroom: Make Learning the Goal, published by Corwin Press in 2018.
Stan Williams has taught and worked in the Champlain Valley School District for over twenty years. Currently, he is a Proficiency-Based Learning Coordinator for the district and spends his time supporting standards-based learning and instruction at the high school and the four district middle schools. He is the co-author of The Standards-Based Classroom: Make Learning the Goal, published by Corwin Press in 2018.