Register Now Online or Mail-in Form for Opportunity 1

Richard Elmore, Grant Wiggins, and a myriad other researchers concur that one of the most effective ways to improve student learning is to upgrade the tasks students are given. The  NYC DOE requires teachers to create “performance tasks”, and many teachers are working to meet that goal. This rigorous, hands-on session will:

• • Examine the characteristics of tasks worth doing
• • Analyze tasks from a “big ideas” perspective
• • Provide guidelines for teachers to convert superficial or narrow mathematical problems
  
  • into more cognitively demanding tasks
• • Provide teachers with tools for identifying, adapting and /or creating rich tasks
• • Consider the relationship between rich tasks and differentiation
• • Practice their new skills in real time with colleagues from across the NYC

I' m totally inspired!!! Bring Lucy back. Excellent!

I admire her courage to challenge the status quo,

probe, and stimulate thinking. - Coach

Opportunity 1

Date: March 2, 2012 For: Grades 2-6 Time: 8:30 a.m.- 3:00 p.m. Location: P.S. 158 Bayard Taylor 1458 York Avenue Manhattan, NY 10075 or Print & Mail the Form Below Cost of Workshop: $150 per person

Register Now Online or Mail-in Form for Opportunity 2

The CCSS set a clear goal for students to develop an understanding of the structure of mathematics and the connections between various ideas. Fractions, decimals and percents are often taught separately resulting in students’ lack of understanding. In this workshop teachers will experience specific, practical, mini-lessons focused on making connections among fractions, decimals and percents. We will explore specific concepts, strategies, tools, and models to support the development of fluency with rational number. This rigorous, minds-on session will:

• • Examine fractions, decimals and percents from a structural perspective
• • Provide math routines that develop fluency when computing with fractions,
  
  • decimals and percents
• • Consider the connections among fractions, decimals and percents
• • Introduce the use of models that help students make sense of fractions,
  
  • decimals and percents
• • Give teachers an opportunity to practice using the models, routines and
  
  • strategies in order to cultivate their capacity to use them as teaching tools
• • Video examples of specific mini-lessons and routines will be highlighted

I'm so moved by these workshops.

Thank you! - Teacher, P.S.

Opportunity 2

Date: March 5, 2012 For: Grades 3-6 Time: 8:30 a.m.-3:00 p.m. Location: P.S. 158 Bayard Taylor 1458 York Avenue Manhattan, NY 10075 or Print & Mail the Form Below Cost of Workshop: $150 per person

The CCSS have raised the expectations for what it means to be numerate. Students are now expected to critique the reasoning of others and communicate their own ideas with clarity. These expectations have enormous ramifications for teachers of ELLs.
 In this research-based workshop we will explore the ways in which mathematical modeling can be used as a tool to support and refine communication. Specific tools and techniques will be shared toward this end. This rigorous, hands-on session will:

• • Explore how to ensure that ALL students, particularly ELL students, can make
  
  • sense and participate during mathematics lessons
• • Consider mathematical models and visuals that are useful in giving all
  
  • students access to big ideas in mathematics
• • Examine instructional tools designed to develop students’ ability
  
  • to communicate both verbally and in writing
• • Provide specific tools to develop and build upon students’ talk and listen skills
• • Explore how mathematical models can be used to develop refine
  
  • students’ oral and written communication

 

Opportunity 3

Date: March 22, 2012 For: Grades 2-6 Time: 8:30 a.m.-3:00p.m. Location: P.S. 230 Doris L. Cohen 1 Albemarle Road Brooklyn, NY 11218 or Print & Mail the Form Below Cost of Workshop: $150 per person

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Register Now Online or Mail-in Form for Opportunity 4

The CCSS have raised the expectations for what it means to be numerate. Students are now expected to critique the reasoning of others and communicate their own ideas with clarity. These expectations have enormous ramifications for teachers of ELLs.
 In this research based workshop we will explore the ways in which mathematical modeling can be used as a tool to support and refine communication. Specific tools and techniques will be shared toward this end. This rigorous, hands-on session will:

• • Explore how to ensure that ALL students, particularly ELL students, can make
  
• • sense and participate during mathematics lessons
• • Consider mathematical models and visuals that are useful in giving all students
• • access to big ideas in mathematics
• • Examine instructional tools designed to develop the capacity of students to
  
• • communicate their ideas both verbally and in writing
• • Provide specific tools to assist all students to both talk and listen to their
  
• • classmates with an ear toward understanding and building on
    
  • each other’s ideas
• • Assist students in learning to represent their ideas using mathematical
  
• • models, symbols and words

Opportunity 4	Date: March 23, 2012 For: Grades 6-10 Time: 8:30 a.m.-3:00 p.m. Location: P.S. 230 Doris L. Cohen 1 Albemarle Road Brooklyn, NY 11218 or Print & Mail the Form Below Cost of Workshop: $150 per person
4 Powerful Opportunities. Limited Seating!