Drew Polly - Recently Updated Pages

photoshop-elements-7

Anonymous — Sat, 26 Dec 2009 17:15:47 CST

Video for Beginners

Tutorials approved by Adobe

Videos for various skills

More videos

smart-board-f09

Anonymous — Thu, 03 Dec 2009 12:51:14 CST

Meg Ruediger

RBT- tech integration

drewpolly — Mon, 02 Nov 2009 11:59:45 CST

There is no abstract available for this page revision.

RBT- planning

drewpolly — Mon, 02 Nov 2009 11:59:22 CST

There is no abstract available for this page revision.

Rational number workshop

drewpolly — Mon, 02 Nov 2009 11:58:49 CST

Here are some resources from the Rational Number workshop at William & Mary July 27-August 8, 2008.

Manipulatives

Technology

Virginia Standards of Learning Materials
Virginia Standards of Learning
Scope and Sequence Support Documents
Standards of Learning testing blueprints
VADOE Rational Number Documents

Drew's Blog

Revised Blooms in ELED

drewpolly — Mon, 02 Nov 2009 11:58:03 CST

What are some ways to integrate higher-level of Blooms' Taxonomy into our coursework (course assignments, class meetings, clinical experiences)? This might include activities that we ask our students to perform at high levels of Revised Blooms, or activities in which we prepare them to teach at these higher levels. These do not necessarily need to include technology.

One thing to remember is that the Revised Taxonomy is two dimensional and includes types of knowledge: factual, conceptual, procedural, and metacognitive. This implies that we must teach our students how to distinguish between these types of knowledge. This should be included in the chart below.

Course	Program	Instructor	Description
ELED 3110 ELED 5100	Undergrad GCT	Polly	Homemade PowerPoint Games. Our students design educational board games and homemade PPT games, in which they choose standards and write questions (on various levels of Blooms' Taxonomy) for the game that are higher-level thinking.
ELED 3110 ELED 5100 ELED 5301	Undergrad GCT GCT	Polly, Ausband	Our students use a social bookmarking tool (Diigo) to evaluate educational websites focused on a specific content. They create a list in which they connect the websites to state standards and discuss how these websites would be integrated into their classroom.
ELED 3110 ELED 5100	Undergrad GCT	Polly	Our students complete a WebQuest in which they examine assistive technologies for disabilities, analyze their uses and create an artifact taht synthesizes the information that they have found.
ELED 3110 ELED 5100	Undergrad GCT	Polly	Our students use a variety of technologies (Inspiration, Excel, PPT and Word) to create templates that align to state standards that K-5 students complete.
ELED 3110 ELED 5100	Undergrad GCT	Polly, Ausband	Our students collaboratively create a wiki about various technologies (e.g., virtual field trips)
ELED 5301	GCT	Polly	Our students create pre-tests, analyze data, design a five lesson unit, administer a post-test and analyze data within and across lessons.
ELED 3110 ELED 5301	Undergrad GCT	Polly, Ausband	Our students create an outline of a 5 lesson unit that incorporates the Revised Blooms' Taxonomy, Multiple Intelligences, Technology-rich activities, as well as formative and summative assessments.
ELED 3110	Undergrad	Ausband	Students collaboratively create a wiki to compare and summarize various aspects of the NETS-T and the 21st Century Skills.
ELED 3110	Undergrad	Ausband	Students create lessons in which technology is used to suppport constructivist learning activities and higher-level thinking.
ELED 3110	Undergrad	Ausband	Students create KWL charts to analyze and synthesize what they know and what they have learned about direct and indirect instruction.

Revised Bloom's

Anonymous — Mon, 02 Nov 2009 11:57:23 CST

There is no abstract available for this page revision.

mtg-oct26

Anonymous — Mon, 26 Oct 2009 14:36:26 CDT

Schedule of meetings for Oct 26

3:45- Kenan
4- Inthanonh
4:15- McCalla
4:30-
4:45- Smith, J.
5- Carpenter (phone)
5:15- Harshaw
5:30- DePasquale
5:45-
6- Syracuse
6:15- Ramirez
6:30- Siler
6:45- Stout

ELED 5301- Designing, integrating and assessing mathematics instruction

drewpolly — Mon, 05 Oct 2009 16:58:01 CDT

Fall '09 Blogs

Dr. Polly's blog

Aycock	Jennifer
Black	Avrol
Carpenter	Crystal
Carpenter	Tiffany
Depasquale	Elaine
Harris	Molly
Harshaw	Shanise
Helig	Julie
Holsinger	Erin
Hoy	Christina
Hunter	Ashley
Inthanonh	Bounyong
Karp	Gillian
Kenan	Cheylaina
McCalla	Lauren
Patterson	Jacqueline
Potts	Kari
Ramirez	Cindy
Schwartz	Michelle
Siler	Allison
Smith	Jacqueline
Sneed	Sharika
Spain	Dawn
Stout	Kim
Syracuse	Amy
Thomas	Casey
Vasser	Gigi
Wall	Heather
Westbrook	Crystal
Wilkerson	Erin
York	Wendy

ELED 5100- Intensive Orientation to Teaching

Anonymous — Mon, 21 Sep 2009 08:29:30 CDT

Blog List- Summer 2009

Dr. Polly's blog

Akers	Nichole
Austin	Whitney
Aycock	Jennifer
Black	Avrol
Carpenter	Crystal
Carpenter	Tiffany
Church	Falon
Conner	Cathy
Czarnecki	Michael
Depasquale	Elaine
Einwohner	Sara
Emmons	Britt
Freeman	Danielle
Harshaw	Shanise
Haskins	Kelley
Hazel	Damien
Heggen	Sarah
Henry	Cheri
Holsinger	Erin
Howlett	Tamara
Hoy	Christina
Hudek	Christina
Hunter	Ashley
Inthanonh	Bounyong
Ives Pistorio	Gretchen
Jarman	Lauren
Johnson	Lauren
Karp	Gillian
Kenan	Cheylaina
Kidd	Traci
Kluttz	Kristen
Leung	Carman
McCalla	Lauren
Montgomery	Andrea
Neath-Turpin	Claudia
Nelson	Lara
Nix	Amber
Patterson	Jacqueline
Phillips	April
Potts	Kari
Ross	Jill
Sauer	Jill
Shuman	Muriel
Siler	Allison
Smith	Jacqueline
Sneed	Sharika
Spain	Dawn
Stout	Kim
Syracuse	Amy
Taylor	Christine
Vasser	Gigi
Wall	Heather
Whitsell	Maritza
Wilkerson	Erin
Wood	Ashley
Yang	Amy
Harris	Molly
Wright	Maggie

Mimio

Anonymous — Tue, 28 Jul 2009 06:06:21 CDT

Mimio Scavenger Hunt

Lessons and Lesson Ideas	How-to's and Resources
Revised Bloom's Taxonomy Picture	How to Use Interactive Whiteboards in the Classroom Video
Mimio Connect- many lesson plans and resources!	Overview with Mimio basics
Websites to use with your Mimio board	Mimio tutorials and how-to guides (large, please don't print)
Gallery files for you to download for FREE	Mimio Facebook Page
Dr. Polly's list of Mimio resources	Get the latest Mimio updates on Twitter
Dr. Polly's Virtual Math Manipulatives list (use the keyword tags on the right to limit your search)
Professor Garfield
EdHeads
Mimio lessons for all subject areas

Feel free to add resources and lessons in the table or below!!

Interactive PowerPoints, Office Games

Anonymous — Mon, 27 Jul 2009 06:02:41 CDT

AGENDA

Let's Play

1.Traveling Bookseller PPT Game
2. Debrief- What was your experience like? How does this compare to traditional views of reviewing content? How does it work?
2.PPT Game Materials
3. Levels of Thinking Information
4. Standard Course of Study

Getting Started

Read Creating an Interactive PowerPoint Lesson for the Classroom by Dr. Lawrence Tomei and Margaret Balmert
This presentation provides an overview and rationale for the use of interactive PowerPoints and PowerPoint games in instruction.
Homemade PowerPoint Games
- Become familiar with PowerPoint Games. Click the following link if you are wondering, "What is a PowerPoint game?"
- View examples by browsing the database of Homemade PowerPoint games
- Resources
  - This resource page provides video tutorials, job aids, evaluation rubrics, and more.
  - View the PowerPoint game templates from the WWILD Project.
  - Download this job aid for creating action buttons.
  - PowerPoint Magic by Glenna Shaw
Interactive PowerPoints
- Our Solar System by Mrs. Grayson
- Resources
  - PowerPoint: Beyond the Basics - Making interactive, non-linear slide shows and enhancing formatting
  - Adding a Menu to Your PowerPoint Presentations
  - Creating an Interactive PowerPoint
  - Example of a Non-linear PPT- Colors Non-linear PPT

Extended Learning

One Idea, One Slide, One Image from Tom Barrett's Blog
Parker, J. S. (2004). Evaluating the impact of project based learning by using student created PowerPoint games in the seventh grade language arts classroom. Instructional Technololgy Monographs, 1(1).

Microsoft Office Games
1. Templates are on your server in a folder.
2. Jeff Ertzberger's Page
3. Templates- Murray County, GA
4. Examples of games already created

Resources

PowerPoint in Education by Microsoft
Vicki Blackwell's Teacher Templates
Lloyd Rieber's General PowerPoint Resources
PowerPoint Magic by Glenna Shaw
Midge Frazel's PowerPoint Resources
Brainy Betty- free PowerPoint templates for teachers
PowerPoint Comes Alive
Clif Mims' Bookmarks - Under the Public Tags in the right hand menu (You may have to scroll down just a bit) click on any of the following tags for a list of resources related to this topic: Presentations, PowerPoint, Slide Show, Web Apps, Productivity Tools and Games.
Clif's Notes - Click on the following tag(s) for blog posts and resources related to this topic: Presentations.

Notes and Resources from My Personal Learning Network (PLN)
Please share any resources, information, cases, scenarios, etc. that you think will help teachers learn more about these topics. I have a feeling some of you may be holding back a bit out of courtesy. Rest assured that I welcome your input in this endeavor! Click on the Easy Edit button above to add to this page. Membership is NOT required. However, you can join this wiki by clicking the Join This Wiki button toward the top-right corner.

Specialist Big Picture

drewpolly — Mon, 27 Jul 2009 03:30:02 CDT

Documents related to the NC Mathematics Specialist Program

specialist-content

drewpolly — Mon, 27 Jul 2009 03:29:27 CDT

Content- proposed prior to May 20th...

	Tasks	Trajectories	Interactions	Discourse and Reasoning	Assessment	School Leaders content-- integrated ideas??
Number- Place value	100%
Rational Number		80%
Data Analysis			80%
Probability			20% (Carol's idea)
Measurement		20%
Problem Solving, Modeling	all	all	all	all	all	all
Algebraic Reasoning				100%
Geometry					100%

Content- percent values (give input in each cell please!)

	Tasks	Trajectories TGE: Need to provide as clear an example of trajectories as possible--is rational number the best candidate for this?	Interactions	Discourse and Reasoning	Assessment	School Leaders
Number- Place value	Drew- 100%			TGE: Discourse examples may need to include content kids find difficult (not just algebra)- Teachers need to learn how to conduct discussions on hard topics (i.e. long division, or ratios, etc.) Provides motivation and context for discourse.		Drew- integration of all topics
Rational Number		Drew- 100%			TGE: May need to discuss assessment items other than geometry, i.e. fractions	Drew- integration of all topics
Data Analysis (probability included)			Drew- 75%			Drew- integration of all topics
Measurement			Drew- 25%			Drew- integration of all topics
Problem Solving, Modeling	Drew- in all	Drew- in all	Drew- in all	Drew- in all	Drew- in all	Drew- in all
Algebraic Reasoning				Drew- 100%		Drew- integration of all topics
Geometry					Drew- 100%	Drew- integration of all topics

High Leverage Practices (please mark in your course and others where things should be addressed)

	Tasks	Trajectories	Interactions	Discourse and Reasoning	Assessment	School Leaders
Enacting Instruction	TGE
Managing a classroom, establishing culture of learning
Assessing students						Drew- formative and standardized testing
Planning and Preparing for Instruction
Working with parents						Drew- idea of math night, parent nights
Working with colleagues						Drew- heavy focus on facilitating teacher learning
Developing Practice	TGE: Continuing Content Knowledge development in number					Drew- x
Showing Professionalism						Drew- inherent
Curriculum (Reys idea)	TGE: Examination of place value					Drew- examination of curriculum and curricular issues

Teacher Leaders Course

drewpolly — Mon, 27 Jul 2009 03:28:07 CDT

Developing Teacher Leaders Course
last edit 6/4/09
Conceptual Diagram
Weekly Layout
Task Library

1. Developing Understanding of Mathematics content- woven throughout the entire course every module/meeting.
a. Need input based on gaps in the other courses-- preference of integrated topics and follow-up on high level mathematical tasks

i. Geometry/Number

ii. Number/algebra

iii. Number/ measurement

iv. Data/ measurement
** need input from group about duplication. We'll create a list of tasks that integrate.

#1- Work product- writing, solving and implementing integrated tasks that address multiple strands of the NCSCOS, work w/ teachers on designing integrated tasks

2. Developing Leadership skills
a. Models of PD

i. Facilitating Workshops (Loucks-Horsely et al., 2003; NPEAT, 2000)

ii. Zone of Proximal development, assisted performance (cognitive coaching)

1. Vygotsky- scaffolding through co-planning, co-teaching, providing feedback to lessons, etc.

iii. Teacher change (CBAM, Generative change- CGI Research)

#2a- Work product- designing and implementing various forms of PD- workshops, co-planning, co-teaching, feedback,
#2a- NCCTM presentation, poster presentation

b. Unpacking the Standards

i. NCTM (P&S and Focal Points)

ii. NCSCOS (2009 version)
1. pacing, learning trajectories (talk to David Pugalee and Shelby about extending, not duplicating)

iii. International Standards (Singapore, etc.)- is that too much?

#2b- Work product- unpacking, comparison of the standards (Focal Points, NCSCOS), pacing guide of the NCSCOS, mapping NCSCOS w/ assessment prototypes (indicator creation)

c. Critical issues in mathematics education

i. National Math Panel

ii. Math Wars (Kappan Special Issue, 2001)

#2c- Work product- position paper on critical issues OR event/publication educating teachers and/or parents

d. Grant writing
i. types of grant writing

3. Developing Awareness of Pedagogical issues
a. Building on high leverage practices from other courses
b. Differentiated instruction: Response to Instruction (RTI) model and NCDPI's Special Education Mandates
c. Examining student work
d. Assessment- formative assessment and standardized assessment
i. standardized- interpreting data, designing PD for teachers, designing instructional interventions
ii. formative- build off assessment course and work on orchestrating classroom interactions (how can we extend this work here?)

#3b- Work product- examination of RTI
#3c- Work product- facilitating teachers' analysis of student work and planning based on data analyzed
#3d- Evidence of work done around formative and/or standardized assessments

4. Curriculum issues
a. Addressing issues related to curriculum (progression, types of tasks, assessment, differentiation)
b. Modifying, "ramping up" curriculum to increase rigor, depth of understanding
c. choosing curriculum
d. mapping curriculum to standards (issue in standards-based approach)

#4a- Work product- Curriculum analysis, curriculum comparison

Next steps:
15 week outline...15 class meetings or topics
focus on things that can be online-friendly

Blogging

Anonymous — Mon, 27 Jul 2009 03:18:45 CDT

Websites that host blogs	Resources to watch and read	Examples
Word Press Edublogs	Video from LeeLefever onBlogging Blogging in the Plain English HOT Blogging Article Facebook chat with author ofHOT Blogging article- Lisa Zawilinski PDF of the Synthesis Scaffold process discussed in the HOT Blogging article Blogging Synthesis Scaffold Example_of Blogging Synthesis Scaffold	Spry's Blog Multiliteracies Blog Rovenstine's Class Blog Piazza Mannino
	Adrian Bruce's Blogging Page- a "one stop shop" for educators wishing to start blogging in their classroom....the nuts and bolts of blogging! Classroom Blogging for Beginners- this site provides basic information about blogs (specifically Blogger) and includes a YouTube video about blogging Blogs by eCoach- find blogging sites, blog examples from classrooms, and teacher tips Teaching Today- blog basics...includes a summary of four basic functions ofblogging (classroom managment, collaboration, discussion, and student portfolios) EMints Blogging Resources- a page FULL of resources on blogging!

Thanks to Meredith Spry for pulling these resources!

Google Docs

Anonymous — Fri, 10 Jul 2009 10:53:04 CDT

Google Uses Tom Barrett's presentation on effective use Google's Activity Page for Google Docs Project-based learning activities (Cheryl Davis) Publishing collaborative articles Curriculum Maps (Kannapolis Intermediate School) Resources Google Pages directions (PDF) Tips for Productive use of Google Google Docs Blog Google for Educators Google Scholar

Paragraph-t-leaders

Anonymous — Tue, 07 Jul 2009 12:48:44 CDT

Helping Teachers Develop as School-based Leaders. Capstone course in the mathematics specialists add-on license. Mathematical content and pedagogy designed to equip elementary teachers to become mathematics teacher-leaders in school settings. Pedagogical emphases include study of national, and state standards for mathematics teaching and learning; use of both large-scale and formative assessments to make instructional and curricular decisions; exploration of models for working with teachers as individuals or in groups; examination of curriculum and ways to modify to meet state standards; examining teacher learning in mathematics education, including facilitating workshops, coaching and working with adult learners; critical issues such as mathematics reform, parent education and grant writing. In the course, the mathematics content will cover integration of mathematical concepts and the integration of mathematics teaching throughout the elementary curriculum. Mathematical emphases include topics that are integrated within mathematical strands and with other curricula and the real world; a mathematical modeling approach to mathematics; curriculum that is modified to become more cognitively demanding; and tasks at the elementary level and beyond the elementary level.

Feedback from folks:
need for more on mathematical modeling w/ elem teachers, further clarification is needed

task library

drewpolly — Thu, 18 Jun 2009 15:57:19 CDT

Using Integrated Tasks in
“Helping Teachers Develop as School-based Leaders”

Mathematical Agenda: Responding to Critical Ideas (Connecting, Relearning, and Integrating Content Areas)

Tasks – Integrating two or more mathematical strands
· Should the tasks be at the ELEM level or simply for teachers?
· Should SOME of the tasks be at the ELEM level?
· Tasks that clearly are integrated or those that may appear to be from a particular strand, but can be approached from more than one mathematical vantage point?

Tasks – Integrating two or more mathematical strands

Most Square Task – Number, geometry, measurement (A new housing subdivision offers lots of three different sizes: 185 feet by 245 feet, 75 feet by 114 feet, and 455 feet by 508 feet. If you were to view these lots from above, which would appear most square? Which would appear least square? EXPLAIN your answers.)
Radius Squares – Measurement, geometry (How many "radius squares" are there in a circle? Use the materials from this page and the next to see how many squares with dimension the same as the radius of the circle it will take to completely fill the circle.)
Marcy’s Dots – Number, algebra, geometry
How Many Rectangles – Number, geometry (For each number 1 to 30, how many different rectangles are there with that area (e.g., for a rectangle with area 12, there are 1 × 12, 2 × 6, 3 × 4, 4 × 3, 6 × 2, and 12 × 1 or 6 different rectangles).
Divide that Paper – Measurement, geometry (In one class, imagine a student wants to divide an 8½ inch by 11 inch sheet of paper into three columns of equal width. The student is ready to measure off lengths of 2 5/6 inches, but the teacher says, "Let me show you a carpenter's trick." He places a 12-inch ruler at an angle on the page so that the 0-inch and 12-inch marks on the ruler are on the left-and right-hand edges, respectively, and makes marks at the 4-and 8-inch points on the ruler. He then repeats the procedure, with the ruler farther down the page. Drawing lines through the 4-inch marks and the 8-inch marks divides the page neatly into three equal parts. The teacher then says, "Carpenters use this trick to divide boards into thirds.” Why does this work? Can you use a similar approach to divide paper into fourths? Fifths?)
Celsius-Fahrenheit Task – Number, algebra (Is there a temperature where both the Celsius and Fahrenheit scales report the same number? If so, what is it? If not, argue why you do not believe there is a common temperature. Note: The freezing point of water is 0º C and 32º F. The boiling point of water is 100º C and 212º F.)
Where Would a Meteor Hit? – Measurement, Data Analysis, Probability (Setting: If a meteor was to come hurtling from outer space and strike the planet Earth, where would it hit? More specifically, how likely would it be to strike land versus water? The following simulation provides an opportunity for you to consider this question in an interesting manner.)
Rolling Triangles – Geometry, measurement (Setting: When the lengths of the sides of a triangle are rolled randomly from dice, what kinds of triangles are formed — right, acute, obtuse, equilateral, isosceles, scalene, or even no triangle? Roll your set of three dice 20 times and using geostrips, tell what kind of triangle was formed. Then make any tentative assertion you feel comfortable in making about the probability of various triangles.
CD Throw – Data analysis, measurement, probability (Setting: The following activity takes place in a classroom with one-foot tiles on the floor. Using a CD, you will toss it on the floor, keeping track of the times it hits and does not hit a line where two (or more) tiles join. Before Collecting Data: What do you think will happen? That is, given the size of the floor tiles and the size of the CD, how often do you think the CD will hit a line? Could you calculate the theoretical probability to compare to the experimental probability that you will calculate below?
The Pentagon Challenge: The Sum of the Interior Angles – Measurement, geometry (In Ms. Potter’s mathematics class, students are working with angles. Just last week the class discovered that the sum of the interior angles of a triangle is 180. They are fairly sure this is true because they used various approaches (measuring each angle with an angle ruler, tearing the angles and putting them together to make a line, using Sketchpad, etc.). Yesterday, Ms. Potter issued a new challenge: make a conjecture for the sum of the interior angles of a pentagon. Students tried various methods. Three groups used similar approaches (partitioning the pentagon into triangles), but made different conjectures. Analyze the modified student work below and be ready to answer the questions that follow.
Area of a Blob – Measurement, data analysis (To help students develop a richer view of area, I suggest starting with an irregular polygon, a "blob," or anything where a quick and easy formula for area does not exist. Task: Estimate the area of the blob provided. Explain your thinking and process.
Fraction Division – Number, geometry (Use the area below to draw a pictorial representation of 3 ÷ b. Briefly explain what the various parts of the drawing represent. Write a context (story problem) that would be modeled by 3 ÷ b. Then connect the result of the division to the context.)
Division with Remainder – Number, real context (Write three different story problems that would be solved by dividing 51 by 4 and for which the answers listed below would be correct. You should have realistic problems. The real-world situation should dictate which of the three answers is appropriate for each problem as you would do it in the world. Do not use arbitrary statements such as “round up.” a. 12¾; b. 13; c. 12)
Fraction Sense – Number, real context (A researcher concluded from the literature stating that 1/3 of all females have been abused as children and 1/6 of all males have been abused as children then ½ of all adults have been abused as children. How would you respond to this person?)
What Fraction Is Blue? – Number, geometry (The following “ribbon” was made with pattern blocks by students in a 5th-6th grade class. The teacher asked, “what fraction of the ribbon is blue?” Following the picture are responses by children, with their reasoning stripped away. Given just the response, what do you think the child was thinking? (From “Communicating about Fractions with Pattern Blocks” by Janet Caldwell, Teaching Children Mathematics, November 1995, pp. 156-161.)
Skeleton Tower – Geometry, number, algebra (A. How many cubes are needed to build this tower? B. How many cubes are needed to build a tower like this, but 12 cubes high? C. Explain how you worked out your answer to part (B). D. How would you calculate the number of cubes needed for a tower n cubes high?)

Tasks (6/10, 6/11)

Balloon Switching- Number, algebra. Ten people arrive at a party. Each of them have a balloon. If each person trades their balloon with everyone else at a party, how many balloon switches will take place?
How long 'til a Million?- Number, algebra. You have $1. Each week your amount of money doubles. How long until you have $1 million?
Biggie Size It (Squares)- Algebra, number, geometry. If you double the side length of a square, what happens to the perimeter? To the area? What if you triple the side length? What if you quadruple the side length?
Biggie Size it- Number, algebra, geometry. Given a triangle, what happens to the perimeter and area if you double the side lengths? What if triple the side length? Does the type of triangle matter?
Double the Fun- Number, geometry. Suppose we want to double the dimensions of this rectangle. Draw your figure using as many different methods as you can. Explain your methods.
Fraction Cookie Jar- Number, Algebra. You have a jar of cookies. Sid eats 1/2 of them. David eats 1/3 of the remaining cookies. Drew eats 3/4 of the remaining cookies? Ron eats 3 cookies. If there are 2 cookies left how many cookies were originally in the jar? Use a picture and equations to explore the task.
Multiple Strategies (Addition)-The teacher posed the problem 237+198. Tyrisha solved the problem by adding 200+100+30+90+70+7+8. Rodney solved the problem by adding 237+3+5+10+50+40+100. Jesus solved the problem by adding 235+200. Mary solved the problem by adding 237+100+90+3+5. Solve the task each of the ways. How are they similar? How are they different?
Multiple Strategies (Subtraction)- The teacher posed the problem 201-98. Simon changed the problem to 203-100. Krystal approached the problem by solving 201-2-96. Bernise changed the problem to 201-1-90-7. Solve the task each of the ways. How are they similar? How are they different?
What's in Between?- Yasmine claims that in order to find a fraction in between two fractions you simply add the numerators and denominators separately. For example, A fraction between a/b and c/d would be (a+c)/(b+d). Is this true? Does it always work?
Planning Cruises- Number, algebra. A cruise line has 3-day, 4-day, and 7-day cruises. After each cruise, a ship returns for one day and repeats the pattern. If one cruise of each type leaves today, when will all three cruises leave again on the same day?
Broken Calculator tasks- Number, algebra. There are tons of these..here's one.... Use your calculator to generate the number 1,011 without using a 0 and a 1 in any of the operations.
Consecutive Odds and Evens- Choose four consecutive odd counting numbers. Take the product of the middle two numbers and subtract the product of the first number and the last number. Try a few samples and formulate a rule. Explain why the rule works.
McNugget Numbers- McDonald's sells Chicken McNuggets in boxes of 6, 9, or 20. Obviously one could purchase exactly 15 McNuggets by buying a box of 6 and a box of 9. Using only combinations of boxes of 6, 9, and/or 20 McNuggets, can you buy exactly 17 nuggets? 53 nuggets? What is the largest number of nuggets that is IMPOSSIBLE to purchase.
Hot Air Balloon- A hot air balloon moves up 200 feet during its first minute of flight. Then it will continue to rise each minute thereafter for a distance of 4/5 (or 80%) of the distance traveled the previous minute. If you ignore air pressure, will the balloon fly out into space (in other words, will it rise indefinitely)? Explain why or why not.
Almost a Square- Determine the dimensions of a rectangle whose dimensions are most square-like.
Sum of Natural Numbers- Given that 1 = 1, 1 + 2 = 3, 1 + 2 + 3 = 6, and 1 + 2 + 3 + 4 = 10, what is the sum of the numbers from 1 to 100? Explain how you found your answer.

week-layout

Anonymous — Thu, 11 Jun 2009 12:54:08 CDT

Weekly Layout

Every course meeting:
a) Complete integrated tasks
i. Discuss 1) approach, 2) concepts, 3) application to K-5 students, 4) preparing teachers to implement these tasks with classrooms
ii. connect to cognitive demand of tasks (build on course work)
iii. curriculum analysis
iv. assessment of mathematical concepts
v. PD, coaching aspects

I. Critical Issues in Mathematics
1) Foundations of Standards- PSSM, Focal Points and National issues (#2c)
Research-base (need an article that clearly explains research-based teaching)
discussion of national issues, NCLB, statewide testing
*Resources- NCTM Focal Points, Excerpts from PSSM, Kappan's Special Issue on the Math Wars

2) NCSCOS and state issues
tasks related to standards
work examining these essential standards, discussion on what they mean; essential standards vs clarifying objectives
work product- development of assessment prototypes based on the 2009 NCSCOS
Resources- Copy of the state standards
*Charles, R.I. (2008). Do state content standards promote excellence in teaching and learning mathematics? Teaching Children Mathematics, 15(5), 282-287.

3) Pacing, getting through the entire grade level's standards (curriculum)
work product- unit plan, pacing guide or some sort of document about pacing out

4) Comparison of state, national and international mathematics teaching
TIMSS, NAEP, EoG, PIZA
mention international standards

5) Leading teachers in an age of assessment
Data-driven instruction, summative assessment, formative assessment
Interpreting and use of data
Analysis of NAEP data-- looking at subgroups, common misconceptions (frequently missed) tasks

II. Facilitating Teacher Change
6) Models of coaching one teacher
co-planning, co-teaching, providing feedback, mentorship
Zone of Proximal development (Vygotsky)

7) Models of supporting multiple teachers
workshops, grade level planning
teacher change, CGI research (beliefs vs practice)

8) Grant writing (whole week or part of a week)

III. Exploring the Role of Curriculum
9) Curriculum Overview- types of curriculum

10) Curriculum alignment to standards
work product to be continued in #10-11:
examination of traditional and standards-based curriculum- ramping up tasks and explicitly mapping them to standards

11) Modifying and ramping up curriculum
word product- continued from #10

12) Supporting differentiated instruction

13) Preparing teachers to examine student work

IV. Integrating Mathematics Teaching in the Elementary School
14) Integrating mathematical concepts in high-level tasks

15) Tieing it all together
Integrating math across the curriculum (non-math concepts) such as ELA, science, social studies