Anderson:
Professional Development for Quality

© February 14, 2003

AGENDA:

© What Is A:PDQ Grant About?

  1. Ongoing, practice-based support for teachers
  2. How people learn?
  3. How people learn mathematics?
  4. Differentiating instruction:
  1. Teaching future teachers – transfer of knowledge (construction)
    • Pedagogical content knowledge
    • Scaffolding
  2. Teaching as a decision making process
  3. TIME: Efficient effort

© Time Line

Spring 2003 and Fall 2003:

Activity

Dates/Times

 Workshops

     February 14, 12:30 - 3:30

     April 7, 4:30 – 7:30

    April 21, 4:30 – 7:30

    May 5, 4:30 – 7:30

    May 19, 4:30 – 7:30

    September 8, 4:30 – 7:30

    September 22, 4:30 – 7:30

Online

      Reflection/resources/Q&A

 

Summer 2003: Summer Institute

1st session

      June 2 – June 6 (1:00 - 5:00, WSU)
             Online

    Reflection/resources/Q&A
2nd session

     August 11 – August 15 (1:00 - 5:00, Anderson)

            Online

    Reflection/resources/Q&A

© What is in it for you?

© What is in it for me?

© Can you make a star?

© Our students

Index cards:
Please write the grade level and list at least 3 mathematics concepts/ideas that your students are

  1. strong in … (use blank side)
  2. need extra help … (use ruled side)

© Fractions – "even if it hurts"?

© Is this Algebra, or What?

© Our inquiry: What would YOU like to find out about teaching and learning? (cards) 

© Geometric Close

© A:PDQ Goals

For the proposed 3-year grant cycle, a set of three participant goals, two student goals and one A:PDQ model goal along with performance outcomes (targets) have been established. The goals for A:PDQ include the following (see Evaluation for performance outcomes).

  1. Improve participants’ knowledge of mathematics and strategies for both integration of mathematics across the curriculum, and integration of language arts within mathematics.

  2. Improve participants’ knowledge and understanding of technology integration into classroom instruction to enhance student learning.

  3. Improve participants’ knowledge and understanding of formative assessment procedures.

  4. Develop instructional practices that prepare students for differing state and district assessment measures.

  5. Improve students’ mathematics, reading and writing performance on state and district tests.

  6. Develop a cadre of lead Anderson elementary teachers to help refine the Anderson A:PDQ professional development model for reinforcement in Anderson and for expansion to other NMAYP Title I schools.
    7.

© FRACTIONS in ACTIONS

Adapted for this occasion from http://math.rice.edu/~lanius/Patterns/

. Geometric
Figure

Name

 

 Geometric
Figure Description

 Hexagon

 

This is a polygon with six sides. This hexagon is both equilateral (all sides of equal length), and equiangular (all interior angles of equal measure). This makes it a regular polygon.
       

 Trapezoid

 

This figure has 4 sides and exactly one pair of opposite sides parallel. This trapezoid is isosceles; the two sides that aren't parallel are the same length.
       

 Rhombus

 

This figure has 4 sides of equal length and its opposite sides are parallel.
       

   

 Triangle

 

This triangle is another regular polygon. It is both equilateral and equiangular.

Determining the Relations: Answer the following questions.

EXPLAIN: How do you know?

 

  1. How many    are in  ?
  2. How many   are in     ?
  3. How many    are in     ?
  4. How many   are in     ?
  5. How many   are in     ?
  6. How many   are in     ?

    7.  

 

Based on these relations,

  • If         = 1,         = ___ .
  • If        = 1,         = ___ .
  • If        = 1,     = ___ .
  • If        = 1,     = ___ .

More actions with fractions:

    1. If     +     = 1,   what is   ?
    2. If     +     = 1,  what is   + ?
    3. If     +     = 1,   what is   + ?
    4. If     +     = 1,  what is   ?
    5. If     -     = 1,   what is + ?

 

Challenging fractions in actions!
    1. If     +     = 2/3,   what is   1?
    2. If     +     = 4/5, what is   2/5?
    3. If     +     = 3/4,   what is   1/2?
    4. If     +     = 5/8, what is   3/4?
    5. If     -     = 1 1/3,   what is 2/3?

 

Adapted from http://math.rice.edu/~lanius/Patterns/

 

April 2003 Mara's homepage  
These pages are always under construction: I am trying to keep them up-to-date  with my activities :) Questions and/or comments are welcome!

Maintained by:  Mara Alagic
Mathematics Education
Curriculum & Instruction Department
Wichita State University
Wichita, Kansas  67260-0028