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Mathematics Education Institute for Professional Development

Join the PROM/SE Ohio Spring Mathematics Associate Institute on April 27, 2005, to enhance teaching skills, improve student achievement, and analyze mathematics concepts across grade levels. Explore strategies, identify key skills, and align materials with state standards.

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Mathematics Education Institute for Professional Development

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  1. Final Session:Whole GroupPlease sit together with the other associates from your district (as much as possible) April 27, 2005

  2. Promoting Rigorous Outcomes in Mathematics and Science EducationPROM/SE Ohio Spring Mathematics Associate Institute April 27, 2005

  3. PROM/SE Goal:To expand the capacity of educators to improve student achievement in mathematics through working with teacher associates. • Deeper knowledge of mathematics for teaching • Enhanced leadership skills • Integration of data from multiple sources

  4. Institute Goalsfor Associates: • Gain knowledge and strategies for analyzing the development of a mathematical concept (content trajectories) across grade levels in a set of instructional materials and in the state standards; • Identify, for a given mathematical topic, at a grade level and across grade levels, the key mathematical knowledge and skills students should have; • Examine gaps and overlaps in the development of the mathematical concept and consider whether these are appropriate (analysis of instructional materials).

  5. Next Steps for PROM/SE Associates Levels of Engagement • Share ideas with colleagues and/or principal • Use tasks with colleagues • Discuss cognitive demands • Identify cognitive demand of tasks in instructional materials and look for gaps • Continue to analyze instructional materials with colleagues and/or other associates • Select another topic--develop a trajectory and analyze how instructional materials development of the topic (with colleagues or other associates) • Review and discuss district alignment to state standards based on new knowledge and information from today’s session. • Develop a district document that aligns instructional materials to state standards

  6. Reflections(on a sheet of paper--record--leave on table) Individually think about the following questions: • What knowledge or strategies for analyzing the development of mathematical concepts (content trajectories) are you taking away from today’s sessions? • What is something you learned or have more understanding of regarding the set of instructional materials you are using? • What questions about today’s process do you have? • How might you begin to share some of what you experienced and thought about here with others back in your building (colleagues, principal, etc.)

  7. Moving Forward(1 report per district--leave on table--list name of district) As a district address the following questions: • What have you, individually or as a group of associates from the same district, done in the way of improving mathematics education in your district? (In your classroom, building, district?) • How might you, individually and as a group of associates from the same district, begin to add to (or start) the conversation about improving mathematics education in your district?

  8. PROM/SESummer Academies • August 1-5 and August 8-10, 2005 • Courses designed for PROM/SE associates and teachers • Topics specifically for elementary, middle school and high school teachers • Options for credit

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