Keynotes
Opening Session |
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Timothy Kanold, Past President NCSM
Six Secrets of Highly Effective Mathematics
Lessons – Every Day!
In this inspirational and interactive opening session we will explore six research-affirmed lesson elements that inspire student learning of mathematics each and every day. Students' mathematical learning experiences must be meaningful and relevant and served by a high
degree of active engagement! Let's uncover the secrets to great mathematics teaching, based on NCTM's Teaching and Learning Standards.
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Closing Session |
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Karen Karp, Johns Hopkins
Ideas for Interventions and
Assessment Strategies in the Mathematics Classroom: Teaching Students with
Disabilities
Learn about foundational strategies and conceptual approaches, such as the research-based CSA (concrete–semiconcrete–abstract) model, for effective mathematics teaching for students with disabilities. Explore possible interventions and assessment strategies, including diagnostic interview.
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Linking Language and Learning
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Harold Asturias, University of California, Berkeley, Lawrence Hall of Science
The focus of this session is discussing ways to provide allstudents with access and an opportunity to wrestle with, make sense of, and communicate about important mathematics. We will talk about what it means to ensure equitable instructional practices that provide students with access to
the knowledge and skills that they will need to be successful in school and beyond.
Mathematically proficient students use academic language effectively to communicate their reasoning, justify their conjectures, and construct arguments. How do we support students as they develop academic language? We will discuss principles of design for instruction that attend to
the connection of mathematics understanding and language development. We will examine a framework for understanding a language-rich, mathematically powerful classroom and a theory of action that will focus the design of instruction.
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Writing and Mathematical Thinking: Grade-Level Strategies to Support Development of the Mathematical Practices
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David Pugalee, University of North Carolina at Charlotte
Students are increasingly asked to write as part of their mathematics experience. Writing in mathematics sustains the development of reasoning, communication, and connections while developing metacognitive thinking. Writing in mathematics supports both deep understanding of content and students' effective development of the mathematical practices. This session will highlight a plan for creating and implementing an effective mathematical writing program. Information will bridge the divide between language and mathematics instruction with user-friendly connections to theory and the standards, and ready-to-implement strategies for the classroom. Mathematics classroom–tested writing strategies will be used to demonstrate support of the eight mathematical practices highlighting writing as a tool to develop these essential mathematical habits of mind.
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Formative Assessment: Eliciting Evidence That Moves Learning Forward
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Robert Q. Berry, III, University of Virginia
This keynote session uses Dylan Wiliam's framework to focus on three key formative assessment strategies that support the Common Core Standards for Mathematical Practice: (1) engaging students in discussion, activities, and tasks that elicit evidence of learning;
(2) eliciting feedback that moves learning forward; and (3) activating learners as resources for one another. |
Workshops
Focus on your Grade – Pick a Strand
The experience will be suited to your interests - you'll take part in sessions and be grouped with educators according to the grade level you select for your strand of focus. Each strand will experience a progression of activities to address the eight Mathematics Teaching Practices from Principles to Actions, as well as the Common Core student mathematical practices and NCTM process standards.
Strands
- Grades K-2 Number and Operations
- Grades 3−5 Fractions/Rational Number
- Grades 6−8 Ratio and Proportional Reasoning
- Grades 6−8 Statistics and Probability
Who Should Attend
- Grades K−8 mathematics teachers
- Math coaches and teacher leaders
- Teacher educators
- Preservice teachers
What You'll Accomplish - Defined Outcomes
Activities are designed for you and your peers to achieve outcomes together. Participants will−
- Understand that the Common Core mathematical practices and NCTM process standards are integral to teaching and learning.
- Learn instructional strategies that enable students to experience and to develop the habits of mind of a mathematically proficient student.
- Examine mathematical content through the lens of the mathematical practices and process standards, as well as the teaching and learning standards from Principles to Actions.
- Engage in activities related to task selection, development and implementation both during and after the Institute.
Breakout Workshops
Workshop Descriptions
Schedule
July 11, 2016 |
8:00 a.m.–9:00 a.m. |
Materials Pickup |
9:00 a.m.–10:15 a.m. |
Opening Session |
10:30 a.m.–12:00 noon |
Breakout Workshop |
12:00 noon–1:00 p.m. |
Boxed Lunches/Networking |
1:00 p.m.–3:00 p.m. |
Deep Dive 1 |
3:15 p.m.–4:15 p.m. |
Keynote Session |
July 12, 2016 |
8:30 a.m.–9:30 a.m. |
Keynote Session |
9:45 a.m.–11:45 a.m. |
Deep Dive 2 |
11:45 a.m.–12:45 p.m. |
Boxed Lunches/Networking |
12:45 p.m.–2:15 p.m. |
Breakout Workshop |
2:30 p.m.–4:00 p.m. |
Breakout Workshop
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July 13, 2016
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8:30 a.m.–9:30 a.m. |
Keynote Session |
9:45 a.m.–11:15 a.m. |
Deep Dive 3
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11:30 a.m.–12:30 p.m. |
Closing Keynote |