|
Time |
Topic |
Facilitators |
|
8:30-9:00 |
- Cooperative Learning and Block
Scheduling IDEAS:
-
- "content" + "extension" (approx. 90 minutes)
- good for project-based learning
- Bloom's taxonomy
- Sandy - 60 minutes blocks: investigative scenario -
How big is a
- Ken: Michael Jordan hands -ratio of your hand to h
is; circumference of a basketball; use the ratio to figure out
- ESTABLISHING RULES:
- DOWN-Time and UP-Time
- Mary:
- To put it in long term memory we need to experience
the concept 4 times in 48 hours
- How brain works
- Should I be taking attendance first
- Beginning and end are critical
- Teaching Mathematics in the Block - Gilkey &
Hunt, Eye on Education (ISBN 1 - 883001-51-X)
-
Mary's summary
- "Hit a concept 15 times"
- Lori (86 minutes) - skill review; problem of the
day' whole class lesson; wheel time (center-time) - one is teacher directed +
independent activity + partner activity (rotating next day)
- "SHIFT"
- Individual folders
- Problem soling transparency/poster
- Estimation Jar
- Problem of the week (HW) - pull them on Wednesday to
see where they are
- Graphing activities -
- Writing
prompts ideas on the BRIDGES homepages - SEND IDEAS
- IF YOU STRUCTURE THE BLOCK WELL, IT IS WONDERFUL :-)
- measuring stick -"Class is over already?" versus
"When is this going to be over?"
- Share list
of things to do during block time
- Ticket Out
- 3,2,1 (closure - 3 things you learned; 2 things you
will be able to use this for/in; 1 thing that we will do next time) - full
sentences, specific answers - be able to teach someone else; FOCUS quiz
- Graphing
paper for making solids
- Standards and Sequencing Guide
- NEXT YEAR - ideas
- Mathematics Pedagogy
|
Sue, Mary, Diana, Mara |
|
9:00 - 9:30 |
- CIP plan and the scores from the
last state math assessments
-
Adequate Yearly Progress (AYP)
- not making yearly progress for two
years, you are school of choice - kids can go to other school
(restricted to choice of 2-3 schools)
-
http://www.confluence.org/confluence.php?lat=32&lon=-86
- MARS at Exploration Place
|
Sue and Mary |
|
9:30 - 11:00 |
Based on the Modeling Our World
activity that you studied and presented in June, plan an activity for
grade you are teaching. Look at the
Sequencing guide and standards to determine appropriate mathematical
concepts.
- Mary, David & Molly: Animation
- Scott, Ken, Jody,
Carla: Animation
- Sandy, Karin, Lorrie, Ed: Wildlife
- Paula, Sheryl, Julie, Keith: Wildlife
- Anya, Wendi, Tanya, Betty: Imperfect Testing
- Carrie, Olline, Lori: Imperfect
Testing
NOTE:
Laptops and graphing calculators available |
Mary
Scott
Sandy
Paula
Wendy |
|
11:00 - 12:00 |
Sharing: Be ready to explain in details mathematics
related pedagogical content knowledge necessary to develop conceptual
understanding of the idea you selected.
Paula, Keith, David: Crime Investigations (Problem Solving)
Betty, Wendy, Tonya:
Imperfect Testing: Are you wearing clean socks? (Data Analysis and
Probability)
Ed, Sandy: Wildlife: Do
moose reproduce too quickly?
Carla, Scott, Ken:
EXCELlent Interest: Day 2
Lori, Olline, Carrie:
Cock-A-Doodle-Do (Probability)
|
Sue, Mary, Diana, Mara |
|
12:00 -1:30 |
Lunch: Sweet Basil |
Mara |
|
1:30 -3:30 |
National Institute for Aviation Research:
- CAD/CAM system
- 3-D animation
- Virtual Reality Lab
|
Sue |
