Instructor: Christian Courtemanche (Chittenden East District Math and Science Instructional Coach and longtime CVEDC presenter)
Dates: March 20 and April 17, 2019 Time: 9:00 am – 3:00 pm Coaches Corner: 3:00 – 4:00 pm Location: Hampton Conference Center, Colchester, VT
Target Audience: Grades 2-6 educators, special educators, coaches and school/district-based teams
Mastery of multiplication facts is a key component for further work with larger numbers, fluency with division, and application to fractions and proportional reasoning. So many students fall into traps of anxiety around mastering their basic facts. Others quickly memorize and then forget, leaving little strategy 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 multiplication 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 multiplication fact mastery
– Connect various models for multiplication 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.
* cost includes game materials (e.g. dice, cards, bingo chips) and meals for both days
Instructor: Christian Courtemanche
Dates: June 24-27, 2019; 8:00 am – 4:00 pm plus 2 follow up classes 10/3 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
|Date:||January 4, 2019|
|Date:||January 4, 2019|
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.