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Differentiation through Math Menu: Meeting the Needs of All K-6 Students/2 spots left! @ CVEDC Classroom
Jun 24 – Jun 27 all-day
Differentiation through Math Menu: Meeting the Needs of All K-6 Students/2 spots left! @ CVEDC Classroom | Colchester | Vermont | United States

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.

Explorations include:

  • 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?

Texts:

  • 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
Math Menuflyer.19
Math Menuflyer.19
Math-Menuflyer.19.pdf
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Math Menu 2019 Syllabus
Math Menu 2019 Syllabus
Math-Menu-2019.syllabus.pdf
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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.

Math for Struggling Learners-2019 @ CVEDC Classroom
Jun 24 – Jun 27 all-day
Math for Struggling Learners-2019 @ CVEDC Classroom | Colchester | Vermont | United States

Instructors: Megan Grube and  Erin Oliver

Target Audience: Math Instructors and Interventionists Grades K-8


 June 24 – 27, 2019    8:30 – 4:00 pm    plus 2 half day follow up meetings in the fall Oct. 10 and Nov. 7

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.

Course Objectives

  • 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

MSLsummer19flyer
MSLsummer19flyer
MSLsummer19flyer.pdf
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Instructors: Megan Grube and Erin Oliver

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.