Transcript Seizing An Opportunity To Build Teacher Content Knowledge

Seizing An Opportunity To Build Teacher
Content Knowledge: Lessons Learned From
a Mathematician Who Learned Lessons
From Teachers!
Beth Schefelker
Math Teaching Specialist
Milwaukee Public Schools
[email protected]
Julie Buckholt
Math Teacher Leader
Fernwood Montessori
Milwaukee Public Schools
Dr. Kevin McLeod
Mathematician
University of Wisconsin
[email protected]
Christine Kadow
Principal
Fernwood Montessori
Milwaukee Public Schools
Session goals
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To build an understanding of the effect of incorporating a
mathematician into school mathematics professional
development opportunities.
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To deepen the understanding of how consistent
mathematics professional development led to improved
mathematics classroom instruction.
•
To share insights of a Math Teacher Leader and a
school administrator who observed mathematical and
pedagogical changes within their building.
MET Report States….
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The mathematical education of teachers should
be seen as a partnership between mathematics
faculty and mathematics education faculty.
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There needs to be more collaboration between
mathematics faculty and school mathematics
teachers.
MMP Goals and Comprehensive Mathematics
Framework
District-Wide
Math PD Challenges
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Schools weren’t focused around an area of
mathematics to study
Alignment of school program to state standards
Alignment to MMP principals and the CMF
framework
Teacher Leaders were uncomfortable facilitating
content
Fernwood Montessori
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Aligning the Montessori curriculum to meet
accountability standards in a public district.
Meeting the demands of multi-age classroom
instruction.
Developing a feeling of trust and collegiality
between “outsiders” to the Montessori
program.
Where Did We Start…
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Small content sessions with the
MTS and MTL but staff challenged
the mathematics being offered.
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Little progress made
Add A Mathematician…
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Day long school observation and
conversation with staff.
Analyzed school data and discussed
instructional practices as aligned to the
Comprehensive Mathematics Framework.
Connected school data to lessons in the
Montessori mathematics program
Developing Content Sessions
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After school 1.5 hr sessions
Paid by MMP grant
Voluntary attendance
Minimum of 4 sessions focused around a content
strand (Algebra, Geometry, Stats/Prob)
NCTM Navigations series and other lessons
designed for building content knowledge
Current Focus
Statistics and Probability
Splitting a Check
Dr. McLeod took the math team to lunch,
and then decided they should split the bill evenly.
How much does each person pay?
Mary $8
Kevin $13
Karen $3
Lee Ann $5
Paige $7
Hank $0
Statistics: Activity 2
Weight Watchers Meeting
Seven people at a Weight Watchers meeting
have lost an average of 6 pounds each since
Jan 1. How much weight did each person
lose?
Engaging in Mathematics As A
Professional Learning Community
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“Working with Kevin
makes us feel valued!”
“To think that a
University
Mathematician would
take the time to work
with us tells us he
values our work with
students.”
More thoughts from the staff…
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These experiences
make the standards
tangible. You can see
how they apply and
how to use them
effectively with the
student.
We can make a
stronger connection to
the standards and
Montessori activities.
Working with Students
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I’ve changed my
thoughts about about
the value of
conversations in math.
I ask more questions
and value student
responses and
reasons.
A Professional Learning Community:
Insights from All Perspectives
Math
Teacher Leader
 Administrator
Mathematician
District Math Specialist
How can this format be
duplicated in other communities?
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Inquire at a local college or University
Mathematicians come cheap!
Build sessions from materials that support
rich mathematical experiences.
Find a liaison who can connect classroom
experienced personnel and university
mathematicians.Extra picture
MMP Resources
www.mmp.uwm.edu
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Resources: MTL Content sessions
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NCTM Navigation’s Series
Extra Pictures