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Teaching Basic Facts and Computation Has Never Been So Fun!

2012 Cray Academy

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Registration Closed.
Last Date to Register: 7/20/2012 12:01 AM
Last Date to Cancel: 7/27/2012 12:01 AM
Agency: CESA 10
Agency Contact: Michelle Parks
Agency Assistant: Shari Owen 715-720-2060
Audience: Grade 2-6 Classroom Teachers and Special Education Teachers
Schedule:
Location Facility Date Time Notes
CVTC - Business Education Center
620 West Clairemont Avenue
Eau Claire, WI 54701 		Room 249 7/30/2012 07:30 AM - 04:30 PM
CVTC - Business Education Center
620 West Clairemont Avenue
Eau Claire, WI 54701 		Room 239 7/31/2012 08:30 AM - 04:30 PM
Attachments:

2012 Cray Academy


Day 1: How to Get Any Child to Subtract in 10 Minutes or Less and Other Computational Strategies for Success: Come and learn NEW computational methods to differentiate your instruction and maximize student success. You will leave energized with strategies that work, games, energizers, and fresh ideas to rethink how you teach students to add, subtract, multiply, and divide.

Day 2: How to Go Beyond the Basics With Basic Fact Instruction: Rethink your basic fact instruction and turn your students into thinkers of mathematics. Learn strategies that work to help students learn their basic facts and leave with ideas for resources, games, and computer freeware.

 

Presenter:  Mary Freytag

Mary Freytag is a mathematics education consultant who has conducted countless professional development workshops around the state and the nation for teachers looking for concrete ways to improve student learning. She has nineteen years of classroom and curriculum leadership experience. Mary has taught mathematics at the elementary and middle school levels, taught gifted and talented and at-risk students, and served as an advocate for special education students. Mary has a Master’s Degree in Curriculum and has taught adjunct courses in math education through Cardinal Stritch University, Viterbo University, and Alverno College.

 

Instructor of Record:  Mary Freytag

Course Assessment Requirements:

  1. Attend all required days.
  2. Write a reflection page after each day's activities.
  3. Write a one-page action plan describing how new knowledge about computational fluency will be incorporated into the classroom.
  4. Write a one-page action plan describing how new knowledge about basic facts will be incorporated into the classroom

 

Fees:

  • Registration Fee:  $40
  • Session Fee:  $150 for non-consortium members
  • Optional Graduate Credit Fee:  $200
Teacher Standards
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.
WES5The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
WES6The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
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.
Pupil Services
WPS1The pupil services professional understands the teacher standards under s. PI 34.02.
WPS2The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development.
WPS3The pupil services professional has the ability to use research, research methods and knowledge about issues and trends to improve practice in schools and classrooms.
WPS6The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral and physical issues and circumstances which may limit pupils’ abilities to achieve positive learning outcomes through development, implementation and evaluation of system-wide interventions and strategies.