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CMC North Conference |
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Program Keynote Speakers (2011 speakers)Friday Night Keynote Speaker (7:30 - 9 PM) Cathy Seeley, NCTM past president Stars, Struggles, and Seizing Opportunities—Recognizing every student’s potential and preparing them for the futureThe Common Core State Standards offer an unprecedented opportunity to work together and streamline our efforts for improved student achievement across all boundaries. Can we use this opportunity to focus on what every student needs for the future and develop every student’s potential?
Sunday Morning Keynote Speakers Alan Schoenfeld, UC Berkeley (9 - 10:15 AM) Teaching Mathematical Sense-Making: Formative Assessment and the Common Core StandardsMathematics teaching and learning should be all about sense making, helping students to develop productive mathematical habits of mind. I'll give examples from a number of formative assessment lessons, showing how we can become more attuned to what our students are thinking mathematically, and help students become proficient at the important mathematical practices described in the Common Core State Standards. David Dockterman, Harvard University (10:45 AM - 12 PM) Common Core, Uncommon Students The Common Core State Standards provides guidance on the high-leverage concepts, skills, and practices most critical for developing the mathematical competence necessary for college and career. The CCSS gives us a common content for all students. However, our students are far from common in the ways they learn that content. They come to school with different learned and innate capabilities and attitudes, and they progress at different paces. This talk will tap the latest cognitive research to describe the root of these differences and identify the mathematical capacities we can expect from (nearly) all students. We’ll review what the research reveals about how we learn math and motivate students toward academic achievement. And we’ll explore how to apply the research to keep learners within their zones of proximal development, where their cognitive reward pathways actually reward them for learning.
Friday Mini-conference (1:30 - 4:30 PM) - All Sessions CLOSEDNO ON-SITE REGISTRATION FOR MINI CONFERENCEK-2: Laura Choate, Build Number Sense with Visual Models and GamesExplore number relationships using visual models including dot cards, counters, ten frames, number lines, grids and hundred charts. Leave with classroom-ready games and strategies that help your students achieve success in counting, facts, place value and computation. 3-5: Linda Gojak, What's Your Math Problem? The first standard for mathematical practice is "Make sense of problems and persevere in solving them". Let's take a look at some rich problems, helping students develop problem solving strategies, and models for implementation and assessment. Wondering how we will do all that in one afternoon? The key is finding connections so that all of these pieces comprise your daily instruction. Come ready to do some problem solving! 6-8: Ruth Cossey, Proportional Reasoning and the Standards of Mathematical Practice The important content in middle school revolve around proportional reasoning, linear functions, probability and the geometry that supports all of the above. In this session, we,ll look first at an assessment of early middle school student's preparation for the 6-8 Common Core Standards. Then we will examine ways to help youngsters zestfully dive into proportional reasoning while strengthening their mathematical character as suggested by the Standards of Mathematical Practice! 6-12: Joshua Zucker, A Math Teachers' Circle: Functions, Algebra, and Symmetry Beginning with arithmetic, we will develop multiple representations of a special function and discover deep patterns in its behavior. Along the way, we will explore a broad range of problem solving strategies such as symmetry and generalization, including correspondences to the Common Core practice standards and explanation of how these strategies apply outside of math. This problem also gives motivation for many algebraic ideas, increasing student engagement in core curricular topics. 8-12: Scott Farrand and Deb Stetson, What Are We Really Doing When We Solve Equations? You can think of solving equations as symbol manipulation. It is a logical process too, as stressed in the CCSS: "Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution." There is also a graphical view of the manipulation of equations to solve simultaneous equations. Come to expand your appreciation for the beauty of the logical and graphical perspectives. Leadership: Tim Kanold, The Three Practices of Inspirational Leaders: Building your leadership path as you walk it! It takes personal discipline as a teacher and leader to build an organizational legacy with others. It doesn’t happen by chance. You will not lead and just happen to luck into a great legacy. Your area of influence—your N-S-E-W sphere of influence—the district, school, or school program of your area of leadership—will become legacy-worthy because, at some point, you intentionally realized that your work as a mathematics leader leaves an impact on the school organization and its people - Positive or Negative. You are building a legacy of influence and inspiration brick by brick every day. In this motivational session, we will examine three daily legacy practices that math leaders commit to: they respond to failure, they prevent deep regret, and they choose the path of enduring inspiration. All participants will receive a copy of Tim Kanold's latest book, The Five disciplines of PLC Leaders.
Technology - T3 Session: Gail Burrill, Mathematical Practices and the Role of Interactive Dynamic Technology The Common Core State Standards in Mathematics adopted by most of the states in the United States offer a set of mathematical practice standards as part of the expectations for all students. The practice standards suggest mathematical "habits of mind" teachers should cultivate in their students about ways of thinking and doing mathematics. With the teacher as a facilitator and using the right questions, dynamic interactive technology can be an effective tool in providing opportunities for students to engage in tasks that make these practices central in reasoning and doing the mathematics. In this session we will discuss what experiences we can provide students to engage them in the CCSS mathematical practices. What kinds of tasks we should give students and how do we structure what we do with these tasks in our classrooms to make the practices a reality. And, how can technology help. Session Types INT - Interactive Sessions: Provide for discussion and exploration. Participants will be involved in activities and interaction with others. MITI - Make-It, Take-It: Make your own models for classrooms projects and activities. Please join one of our scheduled sessions. Participation is limited to twenty-five people. Advance registration is not required. Materials fee may be charged. PRS - Presentations: Will be speaker-focused, but you may expect discussion, explorations, and/or some activity. WKS - Hands on Workshops: Limited enrollment. Tickets are no longer needed for the Workshop sessions. Seats available on a first-come, first-served basis. |
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