Transcript Green Bay Area Public Schools and St. Norbert College

Green Bay Area Public Schools
and
St. Norbert College
March 10-12, 2008
Regional MSP Conference – Chicago
Pam Plamann – [email protected]
Program Objective
To increase the mathematics content knowledge of pairs
of math teachers in target schools in the Green Bay Area
Public School District and to improve students’
achievement in mathematics in grades 4-8.
The Math/Science Partnership Grant will develop
mathematics leadership within the Green Bay Area Public
School District.
We asked that the teachers recommended by their principals not have a
Bachelor’s degree in Math.
District Facts
5th largest district in Wisconsin
37% minority
39 languages spoken by 3,500 ELL
47% Free and Reduced Lunch
17.8% Students with Disabilities
Participating Teachers
30 teachers
representing
12 elementary schools
and
3 middle schools
Group Selection & Course Content
Determination
• Flyers were distributed to principals – initially at identified schools
• Control Group selected – Winter/Spring 2007
(comparable groups – no statistical differences – shown by both Pearson’s and
Spearman’s rho bivariate correlation)
• NWEA MAP test given to both control group and teachers involved in
grant – Spring 2007 – course content was altered due to results
• Mathematics Beliefs, Mathematics Learning, and Mathematics
Teaching Scales Survey was given to both control group and grant
teachers; both groups will retake this survey Spring 2008
• Grant teachers took initial post-test after summer content class; another
post-test will be taken in June 2008 upon completion of next summer’s
course
• Control Group of teachers will retake MAP test May 2008
Series of Graduate Courses
St. Norbert College
DePere, Wisconsin
Series of Courses
• Mathematics Content and Applications Course – 3
credits – June 2007
• Teaching Mathematics - 1 Credit – 2007-2008 school
year
• Integrating Mathematics and Science Applications and
Pedagogy – 2 credits – June 2008
Series of Courses:
First Course -
Mathematics Content and Applications
Course
Geometry
Algebra
Probability and Statistics
Course Materials
•Principles and Standards for School Mathematics
Navigation Series
•Navigating Through Data Analysis and
•Probability in Grades 3-5
Daily
•Starter problems
•Navigating Through Data Analysis Grades 6-8
•Hands-on activities
•Navigating Through Probability Grades 6-8
•Group collaboration
•Navigating Through Geometry Grades 3-5
•Navigating Through Geometry Grades 6-8
•Navigating Through Algebra Grades 3-5
•Navigating Through Algebra Grades 6-8
•Problem Set
•Handouts
•Food for Thought –
lunch
•Problem set
Topics Covered in Summer 2007 Content Course
•Exploring Circles: Cookies and π
•Architecture
•Areas of Plane Figures
•Symmetry
•The Pythagorean Theorem: Its Proof
•Counting
•Lengths on the Geoboards
•Permutations and Combinations
•Areas of Polygons Using the Wrap Method
•Probability
•Trig Snippet
•Tree Diagrams
•Geoboard Polygons
•Independent and Dependent
Events
•Areas of Squares, Rectangles, and Triangles
on the Geoboards
•Multi-stage Experiments
•Slopes and Equations of Lines
•Conditional Probability
•Functions
•Probability vs. Odds
•Introduction to the TI 84+
•Exploring Data and Statistics
•Regression
•Graphing Data
•Algebra through Geometry Snippet
•Numerical Summaries
•Volumes and Surface Areas: Where did all
those neat formulas come from?
•Comparing Data
NWEA MAP Initial Post-Test Results
June 2008
Mean RIT Increase:
+7 Overall RIT Growth
+7 Geometric Growth
+16 Statistics Growth
+11 Algebraic Concept
Growth
Scores on Computation, Number Sense, Measurement,
and Problem Solving were included in the overall RIT
score for our pre- and post- tests. Areas targeted for
instruction were Geometry, Statistics & Algebra
Teachers will again take the MAP test following the
Summer 2008 class
Course 2
Teaching Mathematics
• Designed to advance the development of
pedagogical practices of mathematical
teachers so as to increase student
achievement in mathematics.
• Afford time to teachers for collaboration
with other teachers to share ideas and
develop math lessons.
Course Resources
•About Teaching Mathematics, Marilyn
Burns
•How to Differentiate Instruction in MixedAbility Classrooms, Carol Ann Tomlinson
•Various readings, including several from
the Adolescent Learning Toolkit,
Wisconsin Department of Public
Instruction
---------------------------------------Required written reflections on readings and
group discussion on readings at each class
Lesson Development
Learning Plan
Teaching lesson
Written reflection
Sharing experiences
Recommendations for changes
Teaching Mathematics
• Collaborative learning
• Differentiated instruction
• Teaching with a spiraling approach
• Classroom climate
• Multiculturalism
• Collaborating with other teachers
• Involving families in student learning
Course 3
Integrating Mathematics and Science
Applications and Pedagogy
2 credits
June 2008
Integrating Mathematics and
Science Applications and
Pedagogy
• Exploring data
• School yard laboratories
• Differentiation to engage all students more
effectively
• Challenging the inner self of students for
learning
School Year Classroom
Observations - Videotaping
• Three Math Facilitators
– Classroom Observations
– Follow-up discussions
– Coaching
• Videotape & Self Analysis
– Critical self-review of their teaching
– Follow-up discussion with facilitator
– Written self-analysis as part of Pedagogy class
• Grant Evaluator
• Assessment Coordinator
Dissemination Reports
• Required monthly discussions with
colleagues at respective buildings
– Full staff meetings
– Unit meetings
– Grade level meetings
– department meeting, etc.
• Required monthly written reports
MSP DISSEMINATION REPORT
Please complete monthly and email to Pam Plamann.
Name(s) _________________________
School _________________________
Recall that part of the MSP grant requires each of you to talk to other teachers
about math and what you have learned. Briefly describe how you have done
this in the past month.
Type of Activity
___________________________________________________
full staff meetings, unit meeting, department meeting, etc.
Date of meeting _____________________________
Grade Level of Attendees __________
Number in attendance __________
Description and feedback you received:
Math Dept. Meeting/Unit Design Meeting
Date of meeting : September 21, 2007
Grade Level of Attendees: 6-8
Number in attendance : 10
Description and feedback you received:
During this meeting we developed goals and expectations for the upcoming
year. It was brought up that we would be including information gathered from
the class and how it could be applied in the classroom settings. We then broke
into smaller groups that worked on issues pertaining to their classroom settings.
These included ELL groups and other EEN students. A number of items, such
as how to teach a particular skill or meet the various needs of students were
brought up. I was able to relate our class discussions and ideas to give advice
to the other teachers. In regard to the unit design, I am working with 3 other
teachers on developing a unit that teaches translations and transformations as
found in architecture, advertisements, and company logos. I shared what I
learned this summer using Bonnie Berken’s suggestions about how to find and
use geometric constructs in the classroom lessons.
Full Staff Meeting
Date of meeting : November 7, 2007
Grade Level of Attendees: PreK- 5th
Number in attendance : 50
Description and feedback you received:
Margie and I shared some of the information we learned at Caddie
Miller’s presentation. We each made a copy of the student reference folder
and ordered copies of the masters for each staff member. Many people
thought the reference folders were very user friendly and that parents would
appreciate using them also. We ordered extra file folders and our building
aide is in the process of putting the reference folders together for us.
Staff members also liked the idea of using the page protectors and a
piece of felt on the overhead. They thought having a master transparency
inside the page protector was clever so we could “write on” the master, but it
would still be clean if we needed to go onto another page of the same
transparency.
We shared some of the materials that were in the math trunk.
Teachers especially liked the clear geometric shapes with the removable
nets.
“What we learned. . .”
• Challenges by St. Norbert College Staff
• Recommendations for changes for future
projects
Sharing among attendees:
Your Professional Development Models,
Evaluations Used, Content Covered,
Successes, and/or Helpful Hints for future
projects
Questions
The instructional practices and
assessments discussed or shown in
this presentation are not intended as
an endorsement by the U.S.
Department of Education.