Wilmington (MA) Public Schools 2014
Wilmington Public Schools hosts a professional development day for teachers each year, both teachers from Wilmington and teachers from surrounding districts. This year's conference was held on election day, November 4, 2014. I presented three workshops for teachers:
Examining Student Work for Mathematical Thinking
(This workshop uses examples of student work from grades 3-8.)
One task of teaching is assessing what our students know and understand, not just what calculations they can perform. Sure, we could formally assess students on each and every skill – but that can be unwieldy. In this workshop we will practice examining student work to get at the student thinking behind the problem solving. This allows us to gauge what our students know and understand without giving a test, and can help us catch and correct misconceptions that we might have otherwise missed. Come ready to roll up your sleeves and work together to uncover students’ thought processes.
To download a handout of the presentation, please click here.
Alternative Computation Methods: Why do they work and why do we care?
(This workshop is aimed at grades 1-6.)
In this workshop we will explore alternative algorithms for computation. These methods include methods used in other countries, other common U.S. methods (such as lattice multiplication), and computation “ideas” that often show up in student-generated computation methods. Come prepared to think about addition, subtraction, multiplication, and division in new and exciting ways! [Disclaimer: I do not advocate teaching alternative computation methods to all students. However, as teachers we must be able to understand students’ methods and evaluate if those methods are valid.]
To download a handout of the presentation, please click here.
Differentiating in Math Class
We will discuss (and practice) three different methods for differentiating mathematics instruction: (1) Using one problem with multiple concepts for students to explore; (2) Using the same problem with different conditions that all get at the same key concept; and (3) Using entirely different problems that all get at the same key concept. What do these methods look like and how do we determine which is best for any given situation? Come ready to do some math! All levels of math expertise are welcome and encouraged to attend (even those of you who think you are bad at math)!
To download a handout of the presentation, please click here.
Examining Student Work for Mathematical Thinking
(This workshop uses examples of student work from grades 3-8.)
One task of teaching is assessing what our students know and understand, not just what calculations they can perform. Sure, we could formally assess students on each and every skill – but that can be unwieldy. In this workshop we will practice examining student work to get at the student thinking behind the problem solving. This allows us to gauge what our students know and understand without giving a test, and can help us catch and correct misconceptions that we might have otherwise missed. Come ready to roll up your sleeves and work together to uncover students’ thought processes.
To download a handout of the presentation, please click here.
Alternative Computation Methods: Why do they work and why do we care?
(This workshop is aimed at grades 1-6.)
In this workshop we will explore alternative algorithms for computation. These methods include methods used in other countries, other common U.S. methods (such as lattice multiplication), and computation “ideas” that often show up in student-generated computation methods. Come prepared to think about addition, subtraction, multiplication, and division in new and exciting ways! [Disclaimer: I do not advocate teaching alternative computation methods to all students. However, as teachers we must be able to understand students’ methods and evaluate if those methods are valid.]
To download a handout of the presentation, please click here.
Differentiating in Math Class
We will discuss (and practice) three different methods for differentiating mathematics instruction: (1) Using one problem with multiple concepts for students to explore; (2) Using the same problem with different conditions that all get at the same key concept; and (3) Using entirely different problems that all get at the same key concept. What do these methods look like and how do we determine which is best for any given situation? Come ready to do some math! All levels of math expertise are welcome and encouraged to attend (even those of you who think you are bad at math)!
To download a handout of the presentation, please click here.