December 6, 2003

THEME: Standards in Practice and Challenging Mathematics Content

1. WELCOME: Exploring paper geometry (8:00 - 8:30)

   • As you come in we will start making geometry paper-objects

2. Geometry: A HOLIDAY ORNAMENT (8:30 - 8:45)

   • How can you use it in your own classroom?

     • addressing standards

     • communication; vocabulary

     • developing conceptual understanding through experience

     •  irregular solid - edges and faces

3. SIP: Standards in Practice (Diane) (8:45 - 9:45)

   1. Introduction to the SIP Protocol

   2. Per grade level – based on multi-step problems that you are bringing from your classrooms

   3. Closure:

      1. What to look for in students works?

         • sharing criteria that groups developed

      2. How does that affect your teaching approach?

         • processes

   4. Extension – Quarterly formatives (assignment for January)

6. October reflection summary (Mara) (9:45 - 10: 25)

   1. Science – inquiry and learning cycle; water activity; fraction example (numerator and denominator); finding an appropriate place for introducing a new word

   2. What experiences can you share from your science classroom? Remember to bring a couple of examples of students' work

   3. What you suggested – great suggestions; share the list; adding to the list at any time

   4. Discussion groups on the Blackboard

      • Form the groups (per grade level)

      • Post the first thread - ??

   Break (5 minutes)

7. Measurement (conversions)  (10:30 - 12:00)

   1. Non-standard and standard measurement units (FOSS activity) (Diana)

   2. Conversions: Thinking in base 12 (Diana)

   3. Volumes (Diane)

   4. Conversions: Thinking in base 10 – metric system (Mara)

   5. Investigations: K-5 scaffolding (handout)

8. CLOSING: Stipends, supplies, graduate credit

9. Volunteers to stay after the workshop for a short discussion about  the district's professional development points (12:00 - 12:30)

10.  What are some ways you can document application of things you have learned during Saturday workshop without having to do extra work? (e.g. copy of the rubric you created for your own class activity, ...)

11.  

    APDQ participants: 

    Thank you very much for coming to A:PDQ  workshop on  Saturday, December 6,  to work on further improving both your mathematics content knowledge and related pedagogical content knowledge. Also, thank you for your enthusiastic and active participation.

    (For those of you that could not make it, we will organize a make-up day/activities. We would still like you to respond to the questions 2 and 3 below.)

    Question 1. List two things that you learned at the Saturday workshop that you will take into your classroom.

    Question 2. What are some ways we can document application?

    Question 3. How can we document our impact to the school or the system as far as direct (teaching?) practice?

     

    To help you answering questions 2 and 3, here is an excerpt from the related KSDE documentation (http://www.ksde.org/outcomes/91_1_218.html):

    Awarding of professional development points.

    (a) In awarding professional development points, each educational agency shall designate that one professional development point is equal to one clock hour of inservice education.

    (b) If a person documents completion of an inservice activity, the person shall be awarded professional development points equal to the number of clock hours completed.

    (c) If a person who has earned points for completion of an inservice activity later verifies that he or she has applied the skills or knowledge gained, the person shall be awarded two times the number of professional development points that were earned for completion of the inservice activity. Evidence of application of the knowledge gained through the inservice activity shall be presented to the professional development council and may include the following:

    (1) independent observation;

    (2) written documentation; or

    (3) other evidence that is acceptable to the PDC.

    (d) If a person who has earned points for application of knowledge or skills learned through inservice activities verifies that application of the knowledge or skills has had an impact on student performance or the educational program of the school or school district, the person shall be awarded three times the number of professional development points that were earned for completion of the inservice activity. Evidence of impact upon student performance or school improvement shall be presented to the professional development council and may include the following:

    (1) independent observation;

    (2) written documentation;

    (3) evidence of improved student performance; or

    (4) other evidence that is acceptable to the PDC.

    (e) A person shall be awarded professional development points for activities related to service to the profession upon the basis of the number of clock hours served. The person shall be awarded one point for each clock hour of service. The person shall submit verification of service to the professional development council.

    (f) For purposes of renewing a certificate or license, a professional development council shall not impose a limit on the number of professional development points that may be earned.  However, a council may impose limits on the number of professional development points that may be earned for purposes related to employment or other local matters.

December 2003	Mara's homepage
	These pages are always under construction: I am trying to keep them up-to-date :) Questions and/or comments are welcome!	Maintained by:  Mara Alagic Mathematics Education Curriculum & Instruction Department Wichita State University Wichita, Kansas  67260-0028