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In-service program documentation
Soliciting feedback about the program (D8.1)
Summer Institute evaluation questionnaire

In order to help us evaluate and improve the organization of the Summer Institute in the future, we would appreciate your written feedback on each of its major components (as listed below). Note that the sub-items listed under some of these components are intended to help you remember some key elements of these experiences -- don't feel you have to address each sub-item separately!

Please feel free to write your answers in the blank spaces left after each item OR to type them in a separate sheet (if you choose the latter option, just make sure you refer to each item by its number in this list). You are encouraged to keep your response anonimous, unless you wish us to follow up on some of your comments and suggestions.

Thank you in advance for your time and effort!

1. Preliminary information provided prior to the Summer Institute (i.e., materials provided to schools to describe the nature of the project and Summer Institute; first mailing to the participants containing more specific information about the Summer Institute and the assignments to be completed prior to the Institute; second and final mailing with directions and Tessellation assignment)
2. Preliminary assignments (i.e., student's story; Levine's reading; reading from the NCTM Standards; writing your own questions about teaching math in inclusive classrooms)
3. "What is math" activity (NCTM Video + small group and large group discussion -- Monday)
4. Tessellation (Preliminary assignment of finding examples; Monday and Tuesday explorations and related assignments; Tuesday ``Walk down memory lane"; ``Can this work in the classroom?" discussion on Tuesday)
5. Area (``Fish" activity; creating an area formula for ``diamond" as a class; creating area formulas for regular ``stars" and polygons in small groups; assignments and discussion about rethinking the ``math of area" -- Wednesday and Thursday sessions)
6. Remodelling (Sharing remodelling experiences; discussion on the math embedded in remodelling; potential goals of a remodelling unit -- Thursday afternoon)
7. Sessions on ``learning differences" (F.A.T. City video and follow-up discussion -- Monday; identification of our own learning styles and differences -- Wednesday; case-studies of three LD students -- Wednesday/Thursday; getting to know your LD students -- follow-up day)
8. Reflections on teaching mathematics through inquiry (``Why/how would an inquiry approach be beneficial for all/LD students" -- Thursday; discussion on the teaching strategies modelled in the Summer Institute -- Friday)
9. Assessment issues (Follow-up day)
10. Preparation to planning (Year 1/2 teachers sharing their experiences -- Friday; small group brainstorming/discussion on the chosen unit -- follow-up day; open questions -- Friday and follow-up day)
11. Journals
12. Supporting materials (here we would appreciate your comments not only on what you found helpful -- or not -- in the various materials provided for the Tessellation, Area and Remodelling units, and ``Key strategies", but also on the way these materials were introduced and discussed in the Summer Institute, and especially on the sample selected for the reading assignments)

Any other comment and/or suggestion you would like to share about the Summer Institute:

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