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Descriptions and agendas of in-service implementations
(F2)
In-service Implementation A -- Agendas
Summer Institure -- Implementation D
Agendas and assignments
Note: Activities/assignments not derived from the framework have
been marked in italics
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Preliminary Assignments:
- Readings on math reform
- Tessellation assignment
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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')
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HW 1:
- Journal
- Tessellation assignment
- Readings on math reform
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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)
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HW 2:
- Journal
- Readings from Tessellation supporting materials for teachers
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Day 3 Wednesday
- Follow-up discussion on readings from Tessellation supporting materials
for teachers (1h)
- Reflecting on the learning differences among adult learners (1h)
- Area inquiry experience I (3 h)
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HW 3:
- Journal
- Area assignment
- Identifying the roles various school personnel will play in this
project
- Reading the "Math of area" from Area supporting materials
for teachers
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Day 4 Thursday
- Area inquiry experience II (2 1/4 h)
- Reflecting on the goals of an Area unit (30')
- Teaching math through inquiry and the NYS MST curriculum and exams
(1 1/2 h )
- Roles & expectations for the school year (30')
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HW 4:
- Journal
- Readings from Area supporting materials for teachers
- Identify teaching strategies modeled in the Summer Institute
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Day 5 Friday
- Follow-up discussion on readings from the Area support materials for
teachers (1 h)
- Discussion of the "big ideas" in the Area and Tessellation
units
- Facilitators share what "teaching through inquiry" means
to them
- Brief introduction to the new NSF-funded middle school curricula and
their materials
- Lunch in school teams to discuss plans for "getting started"
- Reflecting on the entire Summer Institute
- Celebration of the launching of the project
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HW 5:
- Recommended readings on inquiry and assessment
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Field Experiences -- Implementation D
Expectations
Note: Activities/assignments not derived from the framework
have been marked in italics
- Implement one of the illustrative units at the beginning
of the school year
- Design and implement EITHER a new inquiry unit OR an
adaptation of another of the illustrative units during the school year
- Seek the support of the school-facilitator as needed
in planning and implementing the previous units, and for other efforts
towards instructional innovation and school reform (school facilitators
will spend 1/2 day a week in their assigned school throughout the school
year)
- Participate in school-initiated activities developed
to work towards local systemic reform
Follow-up professional development opportunities
-- Implementation D
Expectations and Agendas
Note: Activities/assignments not derived from the framework
have been marked in italics
Expectations:
- attend a first day-long project-wide meeting with all
the other participants in the Summer Institute to discuss the first "experience
as teacher" and get a further introduction to the new reform-oriented
middle school curricula materials
- attend at least one of the "mini-series"
offered during the year on specific mathematical topics, designed to help
participants "rethink" that topic and become familiar with resources
for instructional ideas and materials (possibly in preparation for the
design of their second inquiry unit)
- at the end of the school year, attend a school-based
meeting where all project participants from that school and their school
facilitator will share and celebrate the year accomplishments, and begin
to plan for the following year
Agenda of the first project-wide meeting:
(Scheduled at the end of 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
- Session designed to help "get to know" the
new reform-oriented middle school curricula materials by exploring the
treatment of particular mathematical concepts in a few of these series
Mini-series contents and schedule:
Six "mini-series" were offered during the period from January
to March (when we expected most participants to be planning their second
inquiry unit), each consisting of either two meetings of 3 1/2 hours each
(+ assignments), or three meetings of 2 1/2 hours each (+ assignments)::
- Understanding numbers: A focus on fractions (January
-- 2 meetings)
- Statistics: Going beyond mean, median and mode (January/February
-- 3 meetings)
- Expanding number systems: A focus on integers (February
-- 2 meetings)
- Exploring 3-D Geometry (February/March -- 3 meetings)
- Beginning to explore the importance of "visualization"in
mathematics (March -- 2 meetings)
- Understanding numbers: A focus on place value (March
-- 2 meetings)
Each mini-series included:
- "Experiences as learners" on the specific topic for that
series
- Some additional readings about the mathematics and/or the research
on the teaching and learning of the specific mathematical topic
- "Getting to know the new middle school curricula materials by
examining their treatment of the particular topic
- Discussions of the implications of all of the above on what an how
to teach the specific math topic
Note that these mini-series were open to all teachers in the participating
schools and pre-service teachers in the participating teacher preparation
program.
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