Friday, 1:30-3:00
Asilomar Grounds
| CODES for Type of Session (at top, after Session
#) | FG=Focus
Group
| INT=Interactive
Education | | PNL=Panel | MITI=Make-it
Take-it | | PRS=Presentation | W=Workshop TICKET
REQUIRED |
| STRAND or SPECIAL INTEREST CODES |
| BT=Beginning Teachers | CAMTE=Teacher Educators | | TODOS=Math for All | CPM=College Prep Math | LS=Lesson Study
| LDR=Leadership | | $ Involves commercially available product |
Changed & New Sessions this hour:
Closed Workshops this hour:
Canceled Sessions this hour:
CAMTE STRAND
Sessions of particular interest to Mathematics Teacher Educators:
Sessions:
LEADERSHIP STRAND
Sessions:
300 LEVEL: E, M, BT TYPE:
MATHEMATICS SPOKEN HERE: MOTTO OF THE MATH CLASSMarcy Cook, Consultant/Author
Create a live math classroom where students are constantly engaged in mathematical communication. Build a firm math foundation with a variety of motivational activities that involve thinking and reasoning. Set up a math “menu” to ensure active participation by all students. Start your daily class with activities that focus on the language of mathematics. Expect all students to listen to and speak math orally as well as to show and justify their thinking.
301 LEVEL: H, M, E, P TYPE:
WHEN WE REFOCUS ON LEARNING INSTEAD OF TESTINGDavid Foster, Director, Robert N. Noyce Foundation
Teaching to the California Standards Test (CST) has failed as a strategy. The state data is depressingly compelling. This session will describe how teachers and schools focus on student thinking to improve learning and students’ future success in mathematics. The presentation will include examining classroom practice through video, and student work. Case studies of successful elementary, middle and high school practices will be shared.
302 LEVEL: P, BT TYPE:
MAKING SENSE OF NUMBERSBarbara Novelli, Consultant, George Fox Univ.
Children need to make sense of the various ways they use numbers. The development of number sense is essential for understanding, addition, subtraction, estimation and problem solving. Place value is anchored in children’s sense of number and grouping objects. Come spend a day with Barbara exploring exciting and interesting ways to teach number sense. Barbara will share literature, songs and even art ideas that will help your young mathematicians.
303 LEVEL: P, E, M, H, TchrEd TYPE:
SO NOW YOU’RE A MATH COACH: GETTING STARTEDRuth Chamberlin, Facilitator, Educational Service District 112; & Shairlyn Fish, Facilitator, Educational Service District 171
With continued need for improvement in mathematics and to help all students meet many schools are hiring math coaches to work with their schools. Suggestions for how to focus the work will be shared. This session will deal with challenges beginning coaches face as they work toward helping teachers rethink their practice. Participants will also receive coaching resource suggestions.
Leadership
304 LEVEL: BT, TchrEd, H, C TYPE:
WHAT IS A STRAIGHT LINE?Philip Mallinson, Teacher, Phillips Exeter Academy
We are all familiar with the properties of a straight line in the plane. But, does a straight line even exist on other surfaces? If it does, what are its properties and how do they differ from our familiar friend in the Euclidean plane? In this session we will explore how the concept of a straight line and its properties transfer to a variety of surfaces; cylinder, cube, cone, sphere, torus.
305 LEVEL: p e m TYPE:
CLOSING THE ACHIEVEMENT GAP AMONG ENGLISH LEARNERSYolanda De La Cruz & Irene Vasquez, ,
This hands-on workshop will develop students’ ability to understand math concepts through a variety of problem-solving experiences with manipulatives. Problem-solving strategies will be used.
306 LEVEL: M, E TYPE:
ORDER OF OPERATIONS WITHOUT MEMORIZED RULES!Susan Mercer, Curriculum Specialist, Santa Ana USD
This session will share a unit that has been successfully used with at risk, special education and LEP students. Enable students to look at a mathematical expression and represent it using words and pictures enhancing student number and operation sense. The picture of the mathematical expression enables students to accurately evaluate the expression without memorized rules. At the end of the unit, students are able to articulate and explain why the order of operations rules exist.
308 LEVEL: TYPE:
TRANSLATING RESEARCH INTO PRACTICE: WE CAN DO IT!Nora Ramirez, President, TODOS: Mathematics for All
Participants will engage in a number sense activity that incorporates elements which research has shown to be effective for all students, including English learners, exceptional, and low performing students. Examples of lesson logics and, detailed lessons with actions, anticipations and thought processes, for elementary, middle and secondary levels will be shared. Additional research findings will be presented and participants will consider what these findings mean for them in their classrooms.
TODOS/Equity
309 LEVEL: P, BT TYPE:
ROCK YOUR MATH CLASS!Ron Brown, Songwriter/Author/Consultant & Nancy Brown, Author/Consultant,
Are you ready for some fun songs, games and ideas that will ignite your math lessons? Teach counting, place value, time, money, teens, patterns, and much, much, more with standards based songs, and activities. Handouts! Prizes! Fun!
310 LEVEL: E, BT, P TYPE:
TEACH FLUENCY OF MATH FACTS 1:1Susan Greenwald, Author, Educator
Fluency with math facts is essential for learning more advanced math skills and student success. Special education, math resource teachers, and others working with small groups of children will learn steps to set up and implement individualized plans to teach automaticity of the math facts. This session covers assessment, record keeping, use of practice worksheets, teaching new math facts with strategies or tricks, and integrating the known math facts when introducing new math skills.
311 LEVEL: BT, TchrEd, M TYPE:
GAMES AND PUZZLES: PROMOTE POSITIVE MATHEMATICAL DISPOSITIONSVicki Vierra, Specialist, Ventura COE
Build productive dispositions—beliefs about abilities, and the nature of mathematics. Promote proficiency, positive attitudes, and diligence through games, puzzles and group problem solving.
312 LEVEL: TYPE:
A CDE UPDATE ON PROGRAMS, PROJECTS, AND POLICIESJim Greco, Administrator & Kathlan Latimer, Program Consultant, California Department of Education
Staff from the Mathematics and Science Leadership Office at the California Department of Education (CDE) will provide an update on mathematics programs, projects, and policies. Time will be provided for questions and discussion.
313 LEVEL: TchrEd TYPE:
LEADERSHIP FOR TEACHER EDUCATION IN CA: WHAT ROLE FOR CAMTE?Joanne Rossi Becker, Professor & Trisha Bergthold, Professor, San Jose State Univ.
The CCTC and the CSU and UC systems promulgate rules and policies that directly impact teacher education programs. See, for example, the CSU Chancellor’s Executive Order 1032 from March 2008 that establishes standards for entrance to and continuation in teacher education basic credential programs (http://www.calstate.edu/EO/EO-1032.html). What should CAMTE’s role be in influencing teacher education in California? Join us for an open discussion of this issue and help shape future directions for CAMTE.
CAMTE
314 LEVEL: E TYPE:
SYSTEMATIC MATH VOCABULARY INSTRUCTIONKristen Damm, Teacher & Lesli Reyes, Vice Principal, Teacher, Ladd Lane ES
Learn strategies to systematically teach math vocabulary to your students. We will share our list of essential math vocabulary words, model a lesson, teach effective strategies to help students retain vocabulary and share some of the trade books we use, which align with California Math Standards. You will be able to implement on Monday.
315 LEVEL: H TYPE:
FEEDBACK: A RICH UNIT ON GRAPHING THE SIX TRIGONOMETRY FUNCTIONSMichael Fenton, Teacher, Fresno Christian Schools
Join us as we explore a four- to five-week collection of activities, interactive lectures, and assessments designed to provide students in Pre-calculus, Trigonometry, or Algebra II with a strong foundation in plotting and manipulating the graphs of the six trigonometric functions. See the remarkable power of feedback provided regularly and directly to students. Receive access to a 96-page PDF handout at the conclusion of the session.
316 LEVEL: BT, H, M TYPE:
ALGEBRA CONNECTIONS: CPM’S PROBLEM-BASED ALGEBRA I COURSEKaren Arth, Mentor Teacher, CPM Educational Program
Algebra Connections is the successor to “Math 1” and uses the same investigative, problem-solving, spaced practice approach as its predecessor, but offers more open-ended, team-worthy investigations while at the same time providing guidance for students who need it. Each lesson comes with detailed teacher notes so that the intent of the Categorical Program Monitoring (CPM) authors is clear. Participants will receive a PDF copy of the teacher edition.
317 LEVEL: e m h t TYPE:
COACHING OUR STUDENTS TO ALGEBRA SUCCESSCraig Getman
Through strong leadership, teachers can inspire their Algebra I students to not only succeed in algebra but also to understand and appreciate the power of mathematics education.
318 LEVEL: H, M TYPE:
USING CONTEXTUAL SITUATIONS TO TEACH LINEAR FUNCTIONSHarvey Garn, Associate Specialist, Univ. California Berkeley
Teachers often use money to help teach concepts. Come and see how a unit on linear functions uses problems that are modeled using money vs. time. Participants will experience three to four activities of this unit which may help close the achievement gap by first giving students a ‘feel’ for the ideas of slope, y-intercept and y = mx+b before formulas are introduced. Each problem also uncovers how the representations of situation, table, graph, and equation are related.
319 LEVEL: TchrEd, M, E TYPE:
SUPPORTING ALGEBRA SUCCESS THROUGH TEACHER KNOWLEDGEDavid Chard, Dean, Southern Methodist Univ.; & Leanne Ketterlin-Geller, Assistant Professor, University of Oregon
This session focuses on the impact of upper elementary and middle school teachers’ content knowledge of algebra on student achievement. We present research on the influence of teachers’ level of math knowledge on students’ knowledge and skills. We focus on a premise that algebraic understanding can develop in early elementary grades with careful attention to teaching for transfer. We describe the knowledge teachers need to know in order to promote generalization of skills to algebraic understanding.
320 LEVEL: M, E, P TYPE:
SUPPORTING STUDENTS WITH DISABILITIES ON MATHEMATICS TESTSJosh Geller, Research Assistant & Leanne Ketterlin-Geller, Assistant Professor, Univ. of Oregon
For some students with disabilities, math tests are more a measure of their disability than their math knowledge and skills. In this session, we describe research-based accommodations for students with learning disabilities that will help teachers get accurate information about students' math abilities. We also describe approaches for creating math tests for students with significant cognitive disabilities that measure proficiency of the standards but are accessible for these students.
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This Page was last updated: Wednesday, August 27, 2008 at 9:52:48 PM
This page was originally posted: 9/28/2001; 5:02:21 PM.
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