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Seizing An Opportunity To Build Teacher Content Knowledge: Lessons Learned From a Mathematician Who Learned Lessons From Teachers! Beth SchefelkerJulie Buckholt Math Teaching SpecialistMath Teacher Leader Milwaukee Public SchoolsFernwood Montessori Schefeba@milwaukee.k12.wi.usSchefeba@milwaukee.k12.wi.usMilwaukee Public Schools Dr. Kevin McLeodChristine Kadow MathematicianPrincipal University of WisconsinFernwood Montessori Kevinm@uwm.eduKevinm@uwm.eduMilwaukee Public Schools

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Session goals To build an understanding of the effect of incorporating a mathematician into school mathematics professional development opportunities. To deepen the understanding of how consistent mathematics professional development led to improved mathematics classroom instruction. To share insights of a Math Teacher Leader and a school administrator who observed mathematical and pedagogical changes within their building.

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MET Report States…. The mathematical education of teachers should be seen as a partnership between mathematics faculty and mathematics education faculty. There needs to be more collaboration between mathematics faculty and school mathematics teachers.

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MMP Goals and Comprehensive Mathematics Framework

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District-Wide Math PD Challenges Schools weren’t focused around an area of mathematics to study Alignment of school program to state standards Alignment to MMP principals and the CMF framework Teacher Leaders were uncomfortable facilitating content

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Fernwood Montessori Aligning the Montessori curriculum to meet accountability standards in a public district. Meeting the demands of multi-age classroom instruction. Developing a feeling of trust and collegiality between “outsiders” to the Montessori program.

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Small content sessions with the MTS and MTL but staff challenged the mathematics being offered. Little progress made Where Did We Start…

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Add A Mathematician… Day long school observation and conversation with staff. Analyzed school data and discussed instructional practices as aligned to the Comprehensive Mathematics Framework. Connected school data to lessons in the Montessori mathematics program

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Developing Content Sessions After school 1.5 hr sessions Paid by MMP grant Voluntary attendance Minimum of 4 sessions focused around a content strand (Algebra, Geometry, Stats/Prob) NCTM Navigations series and other lessons designed for building content knowledge

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Current Focus Statistics and Probability Splitting a Check Dr. McLeod took the math team to lunch, and then decided they should split the bill evenly. How much does each person pay? Mary $8 Kevin $13 Karen $3 Lee Ann $5 Paige $7 Hank $0

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Statistics: Activity 2 Weight Watchers Meeting Seven people at a Weight Watchers meeting have lost an average of 6 pounds each since Jan 1. How much weight did each person lose?

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Engaging in Mathematics As A Professional Learning Community “Working with Kevin makes us feel valued!” “To think that a University Mathematician would take the time to work with us tells us he values our work with students.”

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More thoughts from the staff… These experiences make the standards tangible. You can see how they apply and how to use them effectively with the student. We can make a stronger connection to the standards and Montessori activities.

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Working with Students I’ve changed my thoughts about about the value of conversations in math. I ask more questions and value student responses and reasons.

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A Professional Learning Community : Insights from All Perspectives Math Teacher Leader Administrator Mathematician District Math Specialist

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How can this format be duplicated in other communities? Inquire at a local college or University Mathematicians come cheap! Build sessions from materials that support rich mathematical experiences. Find a liaison who can connect classroom experienced personnel and university mathematicians.Extra picture

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MMP Resources www.mmp.uwm.edu Resources: MTL Content sessions NCTM Navigation’s Series

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Extra Pictures

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