Section F3: In-service Implementation A -- Agendas

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Descriptions and agendas of in-service implementations (F2)
In-service Implementation A -- Agendas

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Summer Institute (entire schedule)

Agendas: day 1, day 2, day 3, day 4, day 5, day 6

Assignments: day 1, day 2, day 3, day 4, day 5, day 6

Field experience requirements

Follow-up meetings (entire schedule)

Agendas: 1 (Oct.), 2 (Nov.), 3 (Dec.), 4 (Feb.), 5 (June)

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Summer Institute -- Implementation A
Agendas and assignments

**Note:** Activities/assignments not derived from the framework have been marked in italics
	Preliminary assignments: Readings on math reform Readings on learning disabilities Writing the "story" of a challenging student Tessellation assignment
Day 1 Monday Introduction Rethinking "what is math ?" Tessellation inquiry experience I Learning disabilities awareness session (F.A.T. City video)	HW 1: Journal Tessellation assignment Readings on math reform
Day 2 Tuesday Discussion of the "stories" of challenging students Tessellation inquiry experience II Reflecting on the learning differences among adult learners Introduction to the tessellation illustrative units supporting materials	HW 2: Journal Tessellation assignment to examine the math Readings from Tessellation supporting materials for teachers
Day 3 Wednesday Reflection on one's experience as a learner: "Walk down memory lane" In-depth analysis of the teaching episode regarding the math and the practices supporting LD students In-depth discussion of specific learning differences Presentation of the Remodelling and Area Unit plans	HW 3: Journal Record ideas for planning a first unit Readings from Area and Remodeling supporting materials for teachers
Day 4 Thursday Clarifying expectations for field experiences Small group planning Teacher Testimonials: General discussion about getting started Sharing of plans and planning process	HW 4: Journal Reading to support specific needs for planning the unit Continue to work on unit plan
Day 5 Friday Small group planning Sharing of plans	HW 5: Journal Complete preliminary plan for the implementation of one of the illustrative units Review a student CUME file
Day 6 Follow-up Day Follow-up discussion of field experiences expectations and requirements Getting to know your LD students: Understanding student records Small group planning Open discussion with "experienced" teachers	HW 6: Recommended readings on an inquiry approach Recommended readings on learning disabilities

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Field Experiences -- Implementation A
Expectations

Note: Activities/assignments not derived from the framework have been marked in italics

Implement one of the illustrative units as the first unit in the school year
Adapt another of the illustrative units during the first semester of the school year
Design and implement a new inquiry unit during the second semester of the school year
Prepare detailed documentation of each unit during the implementation and an overall reflection upon completion of each unit
Attend weekly meetings of "support team" for the entire school year
Write a written reflection at the end of the field experiences

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Follow-up meetings -- Implementation A
Agendas

Note: Activities/assignments not derived from the framework have been marked in italics

1. (Early October, when most participants were expected to be in the midst of the implementation of their first illustrative units at this point)

"Round robin" sharing of the concurrent field experiences
Discussion of assessment in the context of their classroom experiences so far

2. (Early November, when most participants were expected to have essentially completed the implementation of their first illustrative units at this point)

"Round robin" sharing and reflection on the first unit
"Experience as learners" on the Area unit

3. (Early December - at a time when we expected most participants to be "taking a breather")

Entire meeting was focussed on learning disabilities issues and strategies for the classroom

4. (Early February-- when most participants were expected to have completed their second implementation and to be thinking about their third unit)

Sharing of the results of the second implementation
Brainstorming and beginning to plan in small groups for the new inquiry unit to be designed
Discussions of the planning process (in preparation for designing their own unit)

5. (June-- at the conclusion of field-experiences for this group of participants)

Brief presentations of the final inquiry unit the participants designed and implemented
Overall reflection on teaching mathematics through inquiry in inclusive classrooms
Sharing plans for the future

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