This three-day series focuses on effective teaching and learning required to meet the increased rigor of state standards and current assessments. We align what educators already know with what they need to learn about developing the habits of mind their students need for success with mathematics. Participants will leave each day of this three-day course with instructional skills and strategies they can use in their classrooms immediately.
The Next Generation Science Standards (NGSS) open the door to more effective, student-centered science exploration. It also presents an opportunity for teachers to combine their tried and true instructional practices with the latest research on student success in the science classroom. In this session, you will explore Performance Expectations, Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts as they join forces to comprise the NGSS. Through an understanding of these dimensions of learning, coupled with collaboration around ways to increase student engagement, you will complete this session with an action plan that can be implemented in your classroom.
In this course participants explore the Claim-Evidence-Reasoning-Rebuttal process and how it ties into the Three Dimensions of Learning. Through several engaging and interactive activities, participants analyze each part of Claim-Evidence-Reasoning-Rebuttal and identify examples and non-examples of CER while building and refining their own understanding of the CER process. Finally, participants discuss the use of CER to deepen student understanding in multiple curricular areas, find opportunities in their science curriculum for CER, and establish a plan for how they will implement CER with their students.
In this course, you will take part in learning experiences that introduce and explore the practice of phenomenon-based learning. Through experiential professional learning you will learn what constitutes phenomena, evaluate phenomena for alignment with your instructional goals, and incorporate anchor, investigative, and everyday phenomena in your instruction to engage and challenge student concept development.
In this course, participants will explore the relationship between science and engineering, the roots of the Engineering Design Process (EDP), and how the EDP is used by many to design solutions to real-world problems. Participants will relate the EDP to a growth mindset and consider its application within science classrooms.
Students need to build a deep understanding of mathematics and use that understanding to reason about problems, make sense of new learning, and communicate their thinking to others. This full-day course is designed to introduce participants to the processes and habits of mind students need to develop, with particular emphasis on the role of reasoning and discourse in mathematics. During this course, teachers will engage in reasoning and discourse, and discuss the implications for their students. In addition, they analyze the complexity of mathematical tasks and consider strategies for transforming grade-level tasks to increase the level of rigor.
Participants gain a deeper understanding of instruction of procedural fluency beyond merely the ability to memorize procedures and apply them with little understanding. In addition, teachers will learn strategies to support students in representing ideas visually, symbolically, and verbally, as well as strategies for helping students make connections between these different representations.
Students need to make sense of problems and persevere in solving them. Teachers’ instructional practices directly affect students’ confidence in their mathematical skills and their willingness to persevere to solve difficult problems. This full-day course provides teachers with a deeper look at building perseverance in problem solving and applying mathematics to everyday situations. Participants will learn strategies for engaging students in appropriate levels of constructive struggle, thus allowing all students to approach mathematics with confidence and competence. Teachers learn how to maintain the integrity of high-level tasks by structuring lessons to allow students to make connections and develop new mathematical knowledge.
This three-day series focuses on effective teaching and learning required to meet the increased rigor of TEKS Mathematical Process Standards. We align what educators already know with what they need to learn about developing the student expertise in the processes and habits of mind outlined in the standards and needed for success with mathematics. Participants will leave the institute with instructional skills and strategies they can use in their classrooms immediately.
Designed to fundamentally change the way teachers think about math and how they teach their students, this relevant, engaging, 4-or 5-day institute brings Mathematical Habits of Mind to life. Through hands-on, research-based activities, teachers deepen their own content knowledge while learning how to develop students’ number sense, computation, and problem-solving skills, as well as their abilities to think and reason.
This full-day course refines participants’ vision for their role as instructional leaders of mathematics. Participants increase their understanding of and ability to communicate about current state standards. They engage in mathematical tasks and discover the use of tools and structures to lead stakeholders toward effective mathematics teaching and learning.