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Intervention Strategies for Closing the Mathematics Learning Gap, Grades 1-6

2012 Cray Academy

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Registration Closed.
Last Date to Register: 7/23/2012 12:01 AM
Last Date to Cancel: 7/29/2012 12:01 AM
Agency: CESA 10
Agency Contact: Michelle Parks
Agency Assistant: Shari Owen 715-720-2060
Audience: Elementary Math Teachers, Special Education Teachers, Title I Teachers
Schedule:
Location Facility Date Time Notes
CVTC - Business Education Center
620 West Clairemont Avenue
Eau Claire, WI 54701 		Room 249 8/1/2012 07:30 AM - 04:30 PM Registration: 7:30 am-8:30 am; Keynote Presentation: 8:30 am-10:15 am
CVTC - Business Education Center
620 West Clairemont Avenue
Eau Claire, WI 54701 		TBD 8/2/2012 08:30 AM - 04:30 PM
Attachments:

2012 Cray Academy

Creating mathematical "aha's" for struggling students involves insight into students’ thinking and their current conceptual understandings or misunderstandings. This is done through our own curiosity of their thinking, the questions we ask, and listening to what they say versus what we hope to hear. It also involves knowledge of the vertical progression of key concepts. This helps us not only intervene when students struggle, but helps us prevent misconceptions from developing.

In this course we will examine a model for identifying and pinpointing conceptual disconnects, inferring their causes, and determining key experiences for closing the conceptual gap. To this end, time will be spent on mapping conceptual understandings related to key mathematics strands. We will also examine the use of conceptual language versus symbolic language to build understanding and success when problem solving.

 

Presenter:  Sandy Atkins

Sandy Atkins is the Executive Director of Creating AHAs, LLC. An inspiring speaker, Dr. Atkins is committed to finding those "aha moments" when mathematical connections are made by teachers and students. Her sessions are thought provoking and practical. An educator for over 25 years, Sandy has extensive experience at the elementary to university levels. She received her Ph.D. from Florida State University in 1992 and has since focused on turning research into practice. With particular interest in effective mathematical intervention, Sandy currently works with school districts across the United States in developing conceptual understandings, or creating "aha's," for mathematics teachers and students in grades K-8.
 

Instructor of Record:  Michelle Parks

Course Assessment Requirements:

  1. Attend all required days.
  2. Write a reflection page after each day's activities.
  3. Create a web/map of key areas of mathematics at their grade level.
  4. Create a concept map of current struggles their students have including disconnects and potential causes.

 

Fees:

  • Registration Fee:  $40
  • Session Fee:  $150 for non-consortium members
  • Optional Graduate Credit Fee:  $200
     
Teacher Standards
WES1The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
WES2The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
WES3The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
WES4The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills.
WES7The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
WES8The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
WES10The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.