2010 NCSM Annual Conference
Strand 3 Sessions
Session information last updated: 4-16-2010
| Strand 3 Sessions -- Monday, April 19, 2010 | |||||
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Strand 3: Charting a Course to Teaching and Learning Leadership | |||||
| 9:30 AM to 10:30 AM | Molly AB | Middle (6 - 8) | Teaching and Learning Leadership | ||
Research, Algebra and Technology: Helping Teachers Shape Their Practice to Enable Learning | |||||
| Research about teaching and learning algebra offers suggestions that we have not incorporated into the way we design curriculum and help teachers think about instruction in their algebra classes. New tools and ways of thinking based on this research have the potential to make a difference in what students learn. | |||||
Lead Speaker: Gail Burrill | |||||
| 9:30 AM to 10:30 AM | Windsor BC | Secondary (9 - 12) | Teaching and Learning Leadership | ||
Administrators and Teachers Learning Collaboratively for High Quality Instruction: One High School's Story of Transformation | |||||
| In this session, we will share the story of how a group of high school mathematics teachers worked collaboratively with administrators to implement high quality instruction in their mathematics classrooms in order to support student learning. Conversation tools, strategies, and episodes of practice will be shared. | |||||
Lead Speaker: Janice Bradley Co-Presenter: Kathe Kanim Co-Presenter: Tanya Larkin Co-Presenter: Tanya Quisenberry | |||||
| 9:30 AM to 11:30 AM | Randle E | Intermediate (3 - 5) | Teaching and Learning Leadership | ||
Every Student, Every Day—Developing the Knowledge and Skills to Ensure High Quality Core Instruction | |||||
| One of the key ingredients to success with Response to Intervention in mathematics is a strong core program where teachers use instructional practices that meet the needs of a diverse group of students. This session provides professional development models school that district leaders can use to strengthen instruction in their core programs. | |||||
Lead Speaker: Kathleen Pitvorec Co-Presenter: Jan Haake | |||||
| 10:45 AM to 11:45 AM | Molly AB | General | Teaching and Learning Leadership | ||
Overcoming Resistance to Change: Strategies for Leaders | |||||
| Overcoming resistance to change is a major factor in forging effective mathematics program, yet it is rarely discussed. Mathematics coaches and leaders often feel their efforts at improving instruction are being blocked or thwarted. This session provides insights on resistance and strategies that transform classrooms so all students are successful. | |||||
Lead Speaker: Ted Hull Co-Presenter: Don Balka Co-Presenter: Ruth Harbin Miles | |||||
| 10:45 AM to 11:45 AM | Mohsen | Secondary (9 - 12) | Teaching and Learning Leadership | ||
Using Collaborative Inquiry with Student Teachers to Support Algebra Achievement | |||||
| This session presents findings and sample activities from an innovative approach to professional development, using student teachers. Through daily collaboration, a team of veteran and student teachers learned how to get through to their students, rather than simply getting through a book. As a result, student achievement was positively affected. | |||||
Lead Speaker: Ivan Cheng | |||||
| 12:00 PM to 2:00 PM | Randle A | Intermediate (3 - 5) | Teaching and Learning Leadership | ||
Examining Video of Student Thinking as a Component of Professional Development: Subtraction and Fractions from Second to Seventh Grade | |||||
| This interactive session will be based on video cases which feature two math topics: number lines to represent subtraction problems and story problems to explore addition and division of fractions. Discussions include what supervisors would want teachers to learn from such video and then examines facilitation moves to support such learning. | |||||
Lead Speaker: Virginia Bastable Co-Presenter: Deborah Schifter | |||||
| 12:15 PM to 1:15 PM | Madeleine AB | Intermediate (3 - 5) | Teaching and Learning Leadership | ||
Teaching (and Learning!) Mathematics Through Problem Solving: A Model for Online Professional Development | |||||
| Explore the use of online courses to create a community of elementary/middle grades teachers who develop their own content knowledge and use rich problems to teach critical concepts and skills. Readings, math activities, and discussions reinforce the role of problem solving in addressing NCTM's Process Standards. | |||||
Lead Speaker: Claire Mead | |||||
| 12:15 PM to 1:15 PM | Edward CD | Secondary (9 - 12) | Teaching and Learning Leadership | ||
Using Computer Algebra Systems Effectively in the High School Classroom | |||||
| Computer Algebra Systems (CAS) allow students to build computational models of mathematical objects so that they can experiment with mathematical phenomena (polynomials, for example) in ways that would be intractable by hand. Participants in this session will investigate with examples from an NSF (National Science Foundation)-funded high school curriculum, CME (Center for Mathematics Education)- Project. | |||||
Lead Speaker: Al Cuoco Co-Presenter: Bowen Kerins | |||||
| 1:30 PM to 2:30 PM | Edward CD | General | Teaching and Learning Leadership | ||
Preparing Teacher Leaders to Facilitate Professional Learning Communities | |||||
| Since 2004, the Southwest PA Math Science Partnership has prepared 900 Teacher Leaders who have facilitated learning experiences for 6,600 of their district colleagues. Join the MSP Principal Investigator to discover lessons learned from multi-year Teacher Leadership Academies as described by the LEADS acronym: Learning, Explicitness, Assessment, De-Briefing, and Support. | |||||
Lead Speaker: Nancy Bunt Co-Presenter: Corinne Murawski | |||||
| 2:45 PM to 3:45 PM | Edward CD | General | Teaching and Learning Leadership | ||
Computational Fluency in Subtraction: What Does It Look Like? | |||||
| Focusing on subtraction and using student work artifacts, including video, we will consider the foundations of computational fluency in the elementary grades. We will consider these questions: What makes subtraction so difficult? What contexts and representations help students understand the operation? What implications does this have for teaching and professional development? | |||||
Lead Speaker: Keith Cochran Co-Presenter: Karen Economopoulos | |||||
| 2:45 PM to 3:45 PM | Molly AB | Intermediate (3 - 5) | Teaching and Learning Leadership | ||
Leadership Content Knowledge for Mathematics: How It Affects Elementary and Middle School Principals Classroom Observation and Teacher Supervision | |||||
| Findings from a large study of K-8 principals Leadership Content Knowledge (LCK) for mathematics will be presented: what principals with different LCK profiles see and value when observing mathematics classrooms and how the principals work with teachers. Participants will examine case study data and discuss the benefits and deficits of different LCK profiles. | |||||
Lead Speaker: Barbara Nelson Co-Presenter: Kristen Reed | |||||
| 2:45 PM to 4:45 PM | Elizabeth H | Primary (PK - 2) | Teaching and Learning Leadership | ||
Using Video and Student Work Focused on Children's Thinking to Help Professional Developers Support K-3 Teachers in Transforming Their Teaching | |||||
| In this interactive session, we will draw upon video and written student artifacts to support professional developers working with primary-grade teachers. We will consider characteristics of video and written student work that effectively engage teachers in discussions of children's mathematical thinking as a basis for their teaching. | |||||
Lead Speaker: Randolph Philipp Co-Presenter: Vicki Jacobs Co-Presenter: Lisa Lamb Co-Presenter: John (Zig) Siegfried | |||||
| 4:00 PM to 5:00 PM | Elizabeth F | Intermediate (3 - 5) | Teaching and Learning Leadership | ||
Communication and Problem Solving Using Lesson Studies | |||||
| The presentation team from University of Nevada Las Vegas and Robert Lunt Elementary School will engage participants in a multimedia presentation and a discussion of their journey to increase student achievement in mathematics through a modified lesson study approach focused on problem solving and communication in mathematics. | |||||
Lead Speaker: Thelma Davis Co-Presenter: Virginia Usnick Co-Presenter: Jennifer Spinos Co-Presenter: Peter Schmit | |||||
| 4:00 PM to 5:00 PM | Mohsen | Middle (6 - 8) | Teaching and Learning Leadership | ||
Strategies for Ending the Debate Between Conceptual Understanding and Basic Skill | |||||
| This session will provide participants with strategies to discuss the conceptual understanding versus basic skills debate in a respectful manner. Participants will be engaged in activities and research involving number sense, fraction sense, and technology (YouTube) that can foster support for change in school mathematics and lead to reforms | |||||
Lead Speaker: Eric Milou | |||||
| 4:00 PM to 5:00 PM | Molly AB | Secondary (9 - 12) | Teaching and Learning Leadership | ||
Using Video Clubs as a Vehicle to Link Instruction and Student Learning | |||||
| Discussing carefully chosen clips of classroom practice helps teachers make teaching public, talk about mathematics and student learning, and can lead to a shift in pedagogy more focused on students. Participants will consider how to establish video club norms and lessons learned using them to develop a community of practice. | |||||
Lead Speaker: Jim King Co-Presenter: Nicole Bannister | |||||
| Strand 3 Sessions -- Tuesday, April 20, 2010 | |||||
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Strand 3: Charting a Course to Teaching and Learning Leadership | |||||
| 8:45 AM to 9:45 AM | Mohsen | Secondary (9 - 12) | Teaching and Learning Leadership | ||
A Lesson Study Project: Connecting Theory and Practice Through the Development of an Exemplar Video for Algebra I Teachers and Students | |||||
| Houston Independent School District's Exemplar Video Project was a collaboration with the Rice University School Mathematics Project. The project's goal was to close the gap between theory and practice in the Algebra I classroom. Learn about its development, implementation, and impact, examine the mathematics, and preview parts of the video. | |||||
Lead Speaker: Anne Papakonstantinou Co-Presenter: Richard Parr Co-Presenter: Monica Kendall | |||||
| 8:45 AM to 10:15 AM | Randle E | Secondary (9 - 12) | Teaching and Learning Leadership | ||
Technology and Teaching and Learning Mathematics at the Secondary Level: Implications for Teacher Preparation and Development | |||||
| Across grades, students often struggle with basic concepts such as area or reasoning about geometric relationships. Building from research on teaching and learning, using dynamic interactive technology as a tool for learning, and asking the right questions can engage students in reasoning about these concepts in ways that develop understanding. | |||||
Lead Speaker: Tom Dick Co-Presenter: Gail Burrill | |||||
| 10:15 AM to 11:15 AM | Elizabeth AB | General | Teaching and Learning Leadership | ||
Intriguing Lessons About How Math is Taught and Assessed in High Performing Asian Countries | |||||
| It's really not an accident that countries like Singapore and Hong Hong significantly outperform the U.S. We'll take a look at some of the features, some of the instructional approaches, and some of the assessment items that can inform and guide our own efforts to improve out outcomes. | |||||
Lead Speaker: Steven Leinwand | |||||
| 2:30 PM to 4:00 PM | Elizabeth G | Middle (6 - 8) | Teaching and Learning Leadership | ||
Using VideoCases to Develop Teachers' Conceptual Understanding of Mathematics | |||||
| How do teachers deepen their understanding of mathematics in ways that apply directly to their teaching? We will examine how videocases and lesson "warm-ups" can be used in professional development to unpack the concept of similarity, including connections to geometric transformations, proportional reasoning, slope, and the role of definition. | |||||
Lead Speaker: Nanette Seago Co-Presenter: Mark Driscoll Co-Presenter: Johannah Nikula | |||||
| 2:30 PM to 4:00 PM | Randle B | Middle (6 - 8) | Teaching and Learning Leadership | ||
Using Singapore Math Model Drawing to Help Special Education Students and Struggling Learners Become More Capable and Willing Problem Solvers | |||||
| Model Drawing is a powerful tool for helping students translate words in problems to visual models. They understand problems better and apply computational skills to real world applications and contexts. Participants will learn the eight steps of Model Drawing, work sample problems, and see examples of students' progress over a two year period. | |||||
Lead Speaker: Patty Smith | |||||
| 2:45 PM to 3:45 PM | Elizabeth H | General | Teaching and Learning Leadership | ||
Supporting Mathematical Proficiency for All Students | |||||
| How can mathematics education leaders foster and support mathematical proficiency for all students? How can research inform instructional practices? How do we advocate for high-quality instruction and assessment? Examples responding to these questions draw on the work of the California Algebra Forum that proposes a clear vision and action plan. | |||||
Lead Speaker: Susie Hakansson Co-Presenter: Jivan Dhaliwal Co-Presenter: Patricia Duckhorn | |||||
| Strand 3 Sessions -- Wednesday, April 21, 2010 | |||||
|
Strand 3: Charting a Course to Teaching and Learning Leadership | |||||
| 8:45 AM to 9:45 AM | Molly AB | Secondary (9 - 12) | Teaching and Learning Leadership | ||
The Leader's Role in Charting Successful Intervention Strategies in the Secondary School Using Algebra I Examples | |||||
| With increased requirements and advanced standards, more special-needs students are in mathematics classrooms. Leaders need researched-based instructional intervention resources to support teachers with quality instruction to help all students. The presentation will include placement and assessment, concept-development activities, practice and problem-solving activities using the content of Algebra I. | |||||
Lead Speaker: Larry Bradsby | |||||
| 8:45 AM to 10:15 AM | Randle E | General | Teaching and Learning Leadership | ||
A Lesson Study Learning Trajectory: How Do Novice and Experienced Teams Differ? How Can Leaders Help Teams Deepen Their Practice? | |||||
| We will share a model for strong, sustainable lesson study, looking closely at developmental growth of teams from novice to experienced at several key moments in the lesson study process. Discussion and activities will help participants reflect on how leaders support team development and mathematical learning at these points. | |||||
Lead Speaker: Jane Gorman | |||||
| 8:45 AM to 10:15 AM | Elizabeth G | Secondary (9 - 12) | Teaching and Learning Leadership | ||
Exploring the Potential of Narrative Cases in Developing Teachers Capacity to Reason and Prove | |||||
| In this session, participants will engage in a discussion and analysis of a narrative case designed to develop teachers' proficiency related to the teaching and learning of reasoning and proving in secondary mathematics classrooms. | |||||
Lead Speaker: Margaret Smith | |||||
| 10:00 AM to 11:00 AM | Elizabeth H | Secondary (9 - 12) | Teaching and Learning Leadership | ||
Mathematical Knowledge for Teaching Secondary Mathematics: Classroom-Based Scenarios and a Framework | |||||
| By identifying and studying opportunities for the use of mathematics that occur in teaching secondary mathematics, groups at Penn State and University of Georgia have developed descriptions of and a framework for mathematical knowledge for teaching secondary mathematics. The framework can provide support in supplementing mathematical learning of secondary teachers. | |||||
Lead Speaker: M. Kathleen Heid Co-Presenter: Patricia Wilson | |||||
| 10:00 AM to 11:00 AM | Molly AB | Secondary (9 - 12) | Teaching and Learning Leadership | ||
Lessons Learned in Leadership for Classroom Change | |||||
| We will share examples of key activities that in hindsight lead to lasting change in the culture of some and not other high school mathematics departments. Possible reasons for change in some departments and not others and issues of sustaining momentum and continuing progress in improving learning and teaching will be discussed. | |||||
Lead Speaker: Judy Kysh Co-Presenter: Diane Resek | |||||
| 10:30 AM to 12:00 PM | Windsor BC | General | Teaching and Learning Leadership | ||
Integrating Curriculum, Assessment, and Teacher Professional Development: Singapore and the United States | |||||
| This session will go beyond the popular but oversimplified views of Singapore's successes. A panel of collaborators, two from Singapore's National Institute of Education and two from SRI, will discuss Singapore's integrated system of leadership in teacher professional development and key success factors that can be applied in the United States. | |||||
Lead Speaker: Jeremy Roschelle Co-Presenter: Charles Patton Co-Presenter: Ban Har Yeap Co-Presenter: Khoon Yoong Wong | |||||
| 11:15 AM to 12:15 PM | Madeleine AB | General | Teaching and Learning Leadership | ||
Motivate Your Faculty by Connecting Culture and Mathematics | |||||
| How can you get your entire faculty (not just mathematics teachers) behind an idea? Ask them to discover the mathematics in the cultures of your students. This NASGEm presentation documents how one school successfully incorporated this strategy to motivate its entire faculty to participate in a family math night program. | |||||
Lead Speaker: Chadd McGlone Co-Presenter: Jim Barta Co-Presenter: Meghan Hern Co-Presenter: Jenni Harding-Dekam | |||||
| 11:15 AM to 12:15 PM | Molly AB | Secondary (9 - 12) | Teaching and Learning Leadership | ||
Radical Reform for the Teaching and Learning of Algebra I | |||||
| Frustration with a 65% failure rate in Algebra I prompted several districts to become involved with an initiative that includes extensive professional development, 80-90 minute per day student contact, coaching, use of hands-on discovery-based lessons, TI -Nspire technology, Smart Board technology, and data driven decisions through uniform assessments. | |||||
Lead Speaker: Paul Lawrence | |||||
