Section F2: In-service Implementations B -- Agendas

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Descriptions and agendas of in-service implementations (F2)
In-service Implementations B & C -- 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 (Feb.)

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Summer Institure -- Implementation B/C
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 (1/2h) Learning disabilities awareness session (F.A.T. City video) (1 1/2h) Rethinking "what is math ?" (1h) Tessellation inquiry experience I (2h 30')	HW 1: Journal Tessellation assignment Readings on math reform
Day 2 Tuesday Tessellation inquiry experience II (2 1/2h) Reflection on one's experience as a learner: "Walk down memory lane" (1 1/2h) Teachers' testimonials: Can this really work in a classroom? (1h) Introduction to the illustrative units supporting materials (1/2h)	HW 2: Journal Readings from Tessellation supporting materials for teachers
Day 3 Wednesday Follow-up discussion on readings from Tessellation supporting materials for teachers(1h) Reflecting on the learning differences among adult learners (1h) Reflecting on the learning differences in middle school math classrooms (1h) Area inquiry experience I (2 1/2 h)	HW 3: Journal Area assignment Readings from Area story
Day 4 Thursday Follow-up discussion on the reading from the Area story (1/2h) Area inquiry experience II (2 1/4 h) Reflecting on the goals of an Area unit(30') Building on one's experiences to develop a unit on Remodeling (1 1/2h)	HW 4: Journal Readings from Area and Remodeling supporting materials for teachers Identify teaching strategies modeled in the Summer Institute
Day 5 Friday Follow-up discussion on readings from the Remodeling and Area support materials for teachers (1 h) Identifying common elements of inquiry units (1/2h) Getting to know your learning disabled students (1 1/2h) Reflecting on the teaching practices modeled in the Summer Institute (1h) Reflecting on the planning process: S.I. facilitators share their experience (1/2h) Teachers' testimonials: Sharing their experiences implementing inquiry units (1h)	HW 5: Journal Preliminary plan for the implementation of one of the illustrative units (+ further readings from supporting materials for that unit)
Day 6 Follow-up Day Discussion of field experiences expectations and requirements (1/2h) Examining implications for assessment (1h) Discussing and planning a first inquiry unit (4h)	HW 6: Recommended readings on an inquiry approach Recommended readings on learning disabilities

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Field Experiences -- Implementation B/C
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
Design and implement EITHER a new inquiry unit OR the adaptation of another of the illustrative units during the first semester of the school year
Attend weekly meetings of "support team" for the first semester of the school year
Write a written reflection at the end of the field experiences

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Follow-up meetings -- Implementation B/C
Agendas

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

1. (Mid October, when most participants were expected to have essentially completed the implementation of their first illustrative units at this point)

"Round robin" sharing of the concurrent field experiences
Small group discussion of selected issues and concerns raised by the participants

2. (Mid November -- when most participants were expected to be planning their second inquiry unit at this point)

Articulating the characterizing elements of an inquiry approach to mathematics instruction -- a discussion based on readings and previous experiences
An in-depth look at the process of planning an inquiry unit (presentation of the case-study of the planning of a unit on the Olympic Games by teachers who participated in the program the previous year)
Sharing strategies to effectively use existing resources in planning inquiry experiences
Small groups generating and discussing ideas for the second inquiry unit

3. (February -- at the conclusion of field-experiences for this group of participants)

Presentations of participants' second inquiry unit
Final reflection on teaching mathematics through inquiry in inclusive classrooms
Sharing and brainstorming plans for the future

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