1. Kelli Nitsch 9:00-11:00 Media Center

3. Participants will:  Engage in tasks/training focused around new content standards  Become aware of content curriculum, available resources, and updates related to Universal Design for Learning (UDL).  Engage in collaborative planning

4. Since April Professional Development Day:  20+ lessons  tasks  Web Resources  Textbook correlations  Formative items*

7. In Edmodo:  Get access to presentation files  Get access to formative assessment items (coming soon!)  Share your great ideas with other teachers and get their ideas/resources too!

8.  Go to http://hcpss.edmodo.comhttp://hcpss.edmodo.com  Sign-in (if you have an account) or Sign-up as a teacher. ◦ Enter your school code. ◦ Select a username and password. ◦ Sign up

10. Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

11. Brain Networks

14. Available: http://udlwheel.mdonlinegrants.org/http://udlwheel.mdonlinegrants.org/

15.  How do the lessons compare?  What stands out about the UDL lesson?  What does this mean for daily lesson planning?

19. 19 Source: Doing What Works, 2011

20. “Difficulty with learning fractions is pervasive and is an obstacle to further progress in mathematics and other domains dependent on mathematics, including algebra. It has also been linked to difficulties in adulthood, such as failure to understand medical regimens.” National Mathematics Advisory Panel, 2008

21.  Not viewing fractions as numbers at all, but rather as meaningless symbols that need to be manipulated in arbitrary ways to produce answers that satisfy us as teachers  Focusing on numerators and denominators as separate numbers rather than thinking of the fraction as a single number.  Confusing properties of fractions with those of whole numbers Siegler, et al., 2010

22. 1. Build on students’ informal understanding of sharing and proportionality to develop initial fraction concepts. 2. Help students recognize that fractions are numbers and that they expand the number system beyond whole numbers. Use number lines as a central representational tool in teaching this and other fraction concepts from the early grades onward. 3. Help students understand why procedures for computations with fractions makes sense. 4. Develop students’ conceptual understanding of strategies for solving ratio, rate, and proportion problems before exposing them to cross-multiplication as a procedure to use to solve such problems 5. Professional development programs should place a high priority on improving teachers’ understanding of fractions and how to teach them. Siegler, et al., 2010

23. 1. Build on students’ informal understanding of sharing and proportionality to develop initial fraction concepts. 2. Help students recognize that fractions are numbers and that they expand the number system beyond whole numbers. Use number lines as a central representational tool in teaching this and other fraction concepts from the early grades onward. 3. Help students understand why procedures for computations with fractions makes sense. 4. Develop students’ conceptual understanding of strategies for solving ratio, rate, and proportion problems before exposing them to cross-multiplication as a procedure to use to solve such problems 5. Professional development programs should place a high priority on improving teachers’ understanding of fractions and how to teach them. Siegler, et al., 2010

25. 1. What mathematical practices did you and your colleagues engage in while solving this problem? 2. What mathematical content does this task incorporate? 3. Compare the mathematical practices demonstrated by groups who used different tools. How were they similar? Different?

27.  What mathematical understanding(s) do you feel were strengthened related to this topic?  What misconceptions related to fractions do you predict students have coming into mathematics this coming year? How will you begin to address these?  What questions do you (still) have?

29.  Opportunities to collaborate with other teachers, receive “Just in Time” PD, and attend learning labs to watch tasks implemented with actual students.  Will be held one Wednesday a month.  Individuals who register in advance and attend at least 2 hours will be paid workshop wages! (Registration link in Edmodo)!

30.  Wednesday, September 12 th @Dunloggin MS  Wednesday, October 10 th @Wilde Lake HS  Wednesday, November 14 th  Wednesday, December 12 th  Wednesday, January 9 th  Wednesday, February 20 th  Wednesday, March 13 th  Thursday, April 25 th (afternoon of Spring PD Day)  Wednesday, May 8 th

31.  Can be accessed through the wiki or in Edmodo.  Download the file and focus on Unit 1.

32.  Begin to examine the available curricular resources.  Unit 1 (Ratios & Proportional Relationships) is expected to take about 20 days.  With your table partners, begin to think about what your first few weeks of class will look like. ◦ What tasks/lessons will you use? ◦ How will you pre-assess students for background knowledge?