Program and Presentations

  • Program and Presentations


    Keynotes

    Opening Session

    Margaret (Peg) Smith

    Margaret (Peg) Smith

    University of Pittsburgh, Pennsylvania

    This session will provide teachers with an overview of the eight effective mathematics teaching practices and a more focused look at productive struggle. Participants will have the opportunity to analyze an episode of teaching and determine how the teaching practices, in combination, support productive discussions and student learning.

    Next Step Planning
    Drawing on your own curricular resources, you will begin to plan a lesson that incorporates the teaching practices that were discussed during the institute. Beginning with a clear goal for student learning and a task that promotes reasoning and problem solving, you will consider correct and incorrect strategies students will use to solve the task and what you will do to support their learning and engagement during the lesson.

    The goal is to develop a lesson that you can use in your classroom in the fall. 


    Closing Session

    Matt Larson  

    Matt Larson
    NCTM President

    Advocating for High Quality Math Instruction: Effectively Responding to Critics

    The issues and arguments concerning what and how to teach mathematics today are as old as the United States itself. If we are to make progress improving the mathematics learning of each and every student we must stop recycling the same old arguments. This session will engage participants in exploring implications from the past for our work today as we create learning opportunities for each and every student and effectively communicate to parents and the public what meaningful mathematics learning looks like today and why it is important. 

    Schedule

    July 20, 2017
    8:00 a.m.–9:00 a.m. Materials Pickup
    9:00 a.m.–10:15 a.m. Opening Session
    10:30 a.m.–Noon Breakout Workshop 1
    Noon–1:00 p.m. Boxed Lunches / Networking
    1:00 p.m.–3:00 p.m. Breakout Workshop 2
    3:15 p.m.–4:30 p.m. Interactive Keynote – Equity
    July 21, 2017
    8:30 a.m.–10:00 a.m. Breakout Workshop 3
    10:15 a.m.–11:45 a.m. Breakout Workshop 4
    11:45 a.m.–12:45 p.m. Boxed Lunches / Networking
    12:45 p.m.–2:45 p.m. Breakout Workshop 5
    3:00 p.m.–4:30 p.m.

    Next Step Planning (Facilitated)

    July 22, 2017
    8:30 a.m.–10:00 a.m. Breakout Workshop 6
    10:15 a.m.–11:30 a.m. Closing Session

    Workshops

    Facilitators:

    • Victoria Bill, University of Pittsburgh
    • Anthony Bokar, Dover City Schools
    • Sarah Bush, University of Central Florida
    • Molly Caroland, Howard County Public Schools
    • Fred Dillon, Ideastream/PBS
    • George Roy, University of South Carolina
    • John SanGiovanni, Howard County Public Schools
    • Jennifer Suh, George Mason University 

    Breakout Workshops:

    This institute takes a deep dive with productive struggle. It develops understanding of productive struggle through the lens of mathematics. It supports the learning of teachers, coaches, school-based, and district-based administrators. Though connected, each session answers specific questions to tell the story of productive struggle.

    Breakout Workshop 1

    Productive Struggle: Laying the Foundation

    • What is productive struggle and why does it matter?
    • What does productive struggle look like in a classroom?
    • How do we create an environment for nurturing productive struggle?
    • What are student and teacher behaviors of productive struggle?
    • What is the difference between productive and destructive struggle?

    Breakout Workshop 2

    Productive Struggle: Establishing Goals and Selecting Tasks

    • How do I establish mathematics goals within trajectory of learning?
    • What are the characteristics of a good task and how do I select them?
    • How do you anticipate where students might struggle?
    • How do you implement tasks with fidelity? How do I support productive struggle without reducing the demands of the task?

    Breakout Workshop 3

    Productive Struggle: Provoking and Supporting Struggle

    • How do you adapt tasks?
    • How do I respond to students that have unfinished learning?
    • How do I accommodate students who are able to extend their understanding beyond the learning goal?
    • What does students’ struggle look like when it’s not productive and how do you navigate it?

    Breakout Workshop 4

    Productive Struggle: Misunderstandings Matter

    • How are student misunderstandings and productive struggle connected?
    • How can I anticipate and address what misunderstandings students will have?
    • How do I interpret student work?
    • How can I begin to move student learning forward without telling too much?

    Breakout Workshop 5

    Productive Struggle: Questioning

    • How should I react to my students’ struggles?
    • What are the types of questions and the patterns they form?
    • How can revoicing and paraphrasing support productive struggle?
    • How can we move students forward when their learning is not yet finished? 

    Breakout Workshop 6

    Productive Struggle: Apply It...Live It!

    • What big ideas about productive struggle resonate with me?
    • What do others in similar professional roles think about productive struggle?
    • What actions will I take to enhance productive struggle in my classroom, building, or district?
    • Why is it important to address productive struggle coherently as part of a systemic learning culture?

    Content:

    • Pre-K–Grade 2 will explore place value, addition and subtraction
    • Grades 3–5 will explore fractions, multiplication and division
    • Grades 6–8 will explore algebraic thinking and geometry
    • Grades 9–12 will explore algebraic thinking and geometry