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RPM Summer Institute 2012:

RPM Summer Institute 2012:. Exploring Key Themes to Build a Model for Pre-College Math. Key Elements of RPM Project . Shared understandings and collective responsibilities Collaborative inquiry focused on core areas of educational practice

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RPM Summer Institute 2012:

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  1. RPM Summer Institute 2012: Exploring Key Themes to Build a Model for Pre-College Math

  2. Key Elements of RPM Project • Shared understandings and collective responsibilities • Collaborative inquiry focused on core areas of educational practice • Small changes (“empirical tinkering”) around increasing student engagement and improving mathematical understanding

  3. Improving Student Learning in Math:Core Areas of Educational Practice Faculty support through professional “community of practice”

  4. Institute Goal • Use your experiences and “lessons learned” in the project to build a collective model for approaching fundamental reforms in developmental math. • Use that model as the framework for pursuing additional funding and sustaining the work.

  5. Institute Framework • “Sharing” as public reflection & evidence-based collective inquiry • Informal and flexible process and time frames with some structures to organize & document the discussions • Team time and preparation time incorporated into each day of the Institute with evenings available for optional and/or free time activities

  6. Institute Process • Get briefing on “Core Theme” for the day. • Discuss and record your college’s successes, challenges, and uncertainties related to the theme. • Share and discuss college perspectives in cross-college groups around focused sub-topics. • Synthesize common understandings into a consensus set of key recommendations. • Respond to the recommendations from the perspective of your institution.

  7. RPM Summer Institute 12 Seminar Launch

  8. Purpose • Unpack the themes • Clarify the task • Launch the inquiry

  9. Themes: Motivation • What were the motivations and goals for the structural redesigns? • What problems were being addressed? • How were they addressed by the changes made? • What evidence of success/failure has been considered? What will be considered?

  10. Examples of Changes • Remove repetition • Select topics for importance/coherence/application possibilities • Sequence topics/courses to increase coherence • Better align topics and/or materials with demands of science courses (or other pathways) • Develop new materials (contextualized, open ended tasks) • Include attribute development as part of sequence • Opportunities for partial /double course credit • Reduce number of courses to decrease exit points • Technology use (graphing calculator, online homework)

  11. Selecting and Designing Materials • Finding materials that match curricular demands • Designing and/or customizing materials that meet department needs

  12. Placement • Test Quality • How does the test align with new courses? • How accurately does it predict performance? • Test Performance • How are students informed about the importance of the placement test? • How are students encouraged and supported to maximize placement test performance?

  13. Assessment • Are common assessments used in the new sequence? • How do they support meeting new sequence goals?

  14. Student Services • Advising • How are counselors informed of different course options (are they capable of guiding students?) • What role do math faculty play in advising? • Registration • What challenges have new courses and credit options created? How have they been addressed?

  15. Other • Are there important elements of restructuring not considered here?

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