K-10: Keys to Mathematical Success for Teachers, Coaches, and Administrators

 

5-Day CCSS Mathematics Summer Institute

Type of PD: 5 Day Institute
Dates: Monday, August 7th-Friday, August 11th, 2017
Time: 8:30 a.m.-3:30 p.m. (1 hour lunch break included)
Location: P.S./I.S. 276 55 Battery Place. New York, NY 10004
Who should attend: All K-10 Educators responsible for students learning mathematics
Breakfast Provided


How to Register

Cost

Mathematical Strands

Afternoon Breakout Sessions

Advanced Teaching/Coaching Fellow Program

 

The Common Core State Standards (CCSS) require a major shift in the way we teach math. Metamorphosis is prepared to support you with this shift! We have created a powerful five-day institute designed to deepen teacher content knowledge and expand their pedagogical know-how in ways that will ensure that students succeed. Teachers will learn to differentiate their teaching to meet the needs of a wide range of learners, including special needs students and English Language Learners. There are seven different mathematical strands teachers can select from. Afternoon breakout sessions will provide opportunities for teachers to dive deeply into their grade level challenges. For full details and descriptions, click hereSign up today! 

The Advanced Teaching/Coaching Fellows Program is Back!

We are bringing back our application-only advanced level learning opportunity, the Metamorphosis Teaching/Coaching Fellows Program, which is designed for coaches and teachers who have previously worked with Metamorphosis and are interested in developing their skill set to facilitate workshops for their school or district. This is an application only program. For a full description and requirements, click here.

 

How to Register for the Summer Institute
In order to register, each participant must:

  • Provide their first and last name, email address (to receive notifications and other pertinent info), their role (i.e., teacher, coach, etc.), and the grade level in which they work.
  • Select ONE mathematical strand (for options, see “Strands,” at this link).
  • Select ONE breakout (for options, see “Afternoon Breakout Sessions,” below). NOTE: For those who select Strand F, do not select a breakout session. Strand F is a full-day session.
  • For the Advanced Teaching/Coaching Fellows Program, click here  for application and registration instructions.  
  • *Metamorphosis is now a New York State Approved CTLE (Continuing Teacher and Leader Education) Sponsor. In order to receive a certificate for CTLE Hours completed at this institute, registrants MUST provide their date of birth and the last 4 digits of their Social Security Number. (Failure to provide this info at the time of registration will result in significant delays in receiving your certificate, and may result in our inability to issue a certificate.)

Payment:

  • We offer early bird discounts and discounts for organizations sending three or more participants (see the pricing chart below for details).
  •  Should you wish to pay with a credit card, you may register online here for an Individual or a Group
    (PLEASE NOTE: Online registrations are only processed when a payment is made with a credit card via PayPal and you receive your PayPal confirmation e-mail with a Transaction ID Number.)
  •  Should you wish to pay with a purchase order or check, please contact the Metamorphosis office directly at 212-233-0419, or email This email address is being protected from spambots. You need JavaScript enabled to view it..

 

 Cost

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Mathematical Strands:

Strands:
Participants select ONLY ONE of the following Strands:

Strand A:
Grades K-6: Understanding Place Value  
This five-day workshop will focus on the big ideas in place value and connect these big ideas to the CCSS content standards. Place value is at the heart of number sense and computational fluency, and is the foundation for succeeding in middle school. The goals of this strand are:

  • To develop participants’ own problem-solving strategies and mathematical habits of mind.
  • To explore specific questioning techniques that will help participants to support their students as problem solvers.
  • To deepen participants’ content knowledge by investigating the big ideas underlying place value.
  • To cultivate robust computational strategies related to place value.
  • To build a connection between place value big ideas and those in linear measurement.
  • To use student work to analyze place value understanding.
  • To connect place value to proportional reasoning- a key focus for middle school.
  • To explore how place value is developed in curricula materials.
  • To consider how students learn place value and what to do to assist them on the journey.
  • To construct powerful mini-lessons to deepen students’ understanding of place value.

Strand B:
Grades 3-7: Understanding Multiplication and Division as the Bridge to Fractions and Proportional Reasoning
This five-day workshop will focus on the big ideas that help students develop deep understanding, flexible reasoning, and accurate computation of in multiplication and division. In this institute, special attention will be given to the highly interrelated concepts, context, representations, operations, and ways of thinking about multiplication and division. As part of these five days, we will examine big ideas, strategies, and models critical to understanding of multiplication and division. We will also relate each of these to the expectations for student learning outlined in the CCSS. The goals of this strand are:

  • To develop participants’ own problem-solving strategies and mathematical habits of mind.
  • To explore specific questioning techniques that will help participants to support their students as problem solvers.
  • To deepen participants’ own content knowledge by using specific investigations to highlight the big ideas in multiplication and division.
  • To explore the ways multiplication and division are connected and how a deep understanding of this content is critical to understanding rational number.
  • To develop participants’ understanding of multiplicative comparison and the connections to fractions and proportional reasoning.
  • To consider the dominant instructional approaches to teaching multiplication and division and how specific lesson sequences can help develop multiplicative reasoning.
  • To increase participants’ awareness of students’ struggles with and misconceptions in multiplication and division and effective tools to develop student understanding. 

Strand C:
Grades 3-7: Understanding Fractions, Decimals, and Percent
This five-day workshop will focus on the big ideas that help students develop deep understanding, flexible reasoning, and accurate computation of fractions, decimals, and percent. In this institute, special attention will be given to the highly interrelated concepts, context, representations, operations, and ways of thinking about rational number. As part of this workshop, we will expand each of the big ideas, strategies, and models critical to understanding rational number. We will also relate each of these to the expectations for student learning outlined in the CCSS. The goals of this strand are:

  • To develop participants’ own problem-solving strategies and mathematical habits of mind.
  • To explore specific questioning techniques that will help participants to support their students as problem solvers.
  • To deepen participants’ understanding of five general rational number interpretations, rational number concepts, and procedures.
  • To develop participants’ computational fluency with rational number.
  • To consider the dominant instructional approaches to teaching rational number and how sequence and structure facilitates or restricts flexibility and facility of rational number use.
  • To increase participants’ awareness of students’ difficulties in developing a sophisticated comprehension of rational number concepts.
  • To learn how to give children effective experiences and appropriate teaching of the major concepts and skills related to ratios, proportions, percent, decimals, and fractions.
  • To construct powerful mini-lessons to deepen students’ ability to reason with rational number. 

Strand D:
Grades K-5: The Development of Algebraic Reasoning
This five-day institute will focus on the big ideas in number and operations that underlie the development of algebraic reasoning. In this institute, special attention will be paid to the operation and algebra domain in the CCSS. The goals of this institute are:

  • To develop participants’ own problem-solving strategies and mathematical habits of mind.
  • To explore specific questioning techniques that will help participants to support their students as problem solvers.
  • To understand the central importance of algebraic reasoning in elementary mathematics and its connection to the number and operations strand.
  • To explore how algebraic reasoning can be connected to the development of flexible computational strategies (e.g., number sense).
  • To consider the different ways in which students learn to reason algebraically.
  • To deepen participants’ content knowledge by investigating the big ideas underlying algebraic reasoning.
  • To examine how developing algebraic reasoning in elementary school supports students’ mathematical journey in middle school and beyond.
  • To analyze student written work for algebraic reasoning and learn how to provide useful feedback.
  • To construct powerful mini-lessons to deepen students’ ability to reason algebraically. 

Strand E:
Grades K-6: Developing Problem-Solving Strategies in Mathematics 

It is critical for students’ success in mathematics to build a repertoire of problem-solving strategies, as well as to develop the mental resiliency and stamina to confront complex tasks. Given the rigorous standards outlined in the CCSS and the kinds of questions students will now be asked to solve to prove their mathematical competence, educators need to find better ways to develop students’ abilities to problem solve. The goals of this strand are:

  • To develop participants’ own problem-solving strategies and mathematical habits of mind.
  • To explore specific questioning techniques that will help participants to support their students as problem solvers.
  • To explore tools that will help students deconstruct problems into manageable parts.
  • To develop participants’ understanding of the difference between a word problem and a rich task.
  • To help participants understand how rich tasks can be used to develop students’ problem-solving habits of mind.
  • To explore the role mathematical models and modeling play in the development of problem-solving strategies.
  • To develop participants’ ability to assess students’ problem-solving strategies.
  • To explore how to design and facilitate powerful math discussions that develop student understanding of problem-solving strategies.
  • To use video case studies of students’ problem-solving strategies to build participants’ ability to analyze student thinking and plan next steps for developing mathematical reasoning.

Strand F:
Grades 6-10: The Essential, Central Ideas In Secondary Mathematics
Please note that Strand F is a full-day strand. Participants in Strand F do NOT select an Afternoon Breakout Session.

From algebraic relationships, to spatial and geometric reasoning, to deductive and inductive arguments, central ideas must become the focus of secondary math instruction. By adding the Mathematical Practices to the CCSS, the game has changed in ways that challenge teachers to think and teach differently. Lessons must revolve around networks of ideas and the underlying structures in mathematics.  Students need to be actively problem solving. A focus on procedures, without attention to why they work, will no longer keep failure away—especially on high-stakes tests! The goals of this strand are:

  • To develop participants’ own problem-solving strategies and mathematical habits of mind.
  • To explore specific questioning techniques that will help participants to support their students as problem solvers.
  • To identify the common threads woven through secondary math so teachers can assist students in making explicit the connections across the courses offered.
  • To introduce tools to improve students’ proportional reasoning and facilitate reasoning about functions.
  • To cultivate student capacity to use argumentation as a form of communication and explanation.
  • To bridge the difficult-to-address foundational gaps in content that secondary students often bring with them, while also focusing on course requirements.
  • To explore the tension between coverage and depth, and the challenges involved in slowing down to speed up.
  • To identify, select, create, or adapt rich, relevant, worthy tasks that invite all students to tackle challenging problems.
  • To develop students’ mental resiliency and stamina to confront complex tasks.
  • To use curriculum resources mindfully, adapting what is written in the text or on the web in ways that develop reasoning and the capacity to use mathematical models and visual representations.
  • To increase awareness of student misconceptions, fragile knowledge, and partial knowledge in order to assess learning and adjust instruction.
  • To examine the development of math concepts through the grades to help secondary teachers “look back to move forward,” and link prior knowledge to the new concepts being developed.

 

Afternoon Breakout Sessions
Participants select ONLY ONE of the following Breakouts:  
The afternoon sessions are designed for teachers to explore specific content areas related to their grade levels. In these sessions, teachers can examine (1) how to use guided mini-lessons to develop students’ computational strategies; (2) how to use routines to develop students’ ability to reason with number relations; (3) how to use rich tasks to develop mathematical reasoning; and, (4) tools that provide access for all students.

Breakout #1: Using Guided Mini-lessons to Develop Addition and Subtraction Strategies (Grades K-2)
Breakout #2: Using Guided Mini-lessons to Develop Multiplication and Division Strategies (Grades 3-5)
Breakout #3: Using Guided Mini-lessons to Develop Strategies in Rational Number (Grades 3-6)
Breakout #4: Exploring Reasoning Routines (Grades K-2)
Breakout #5: Exploring Reasoning Routines (Grades 3-5)
Breakout #6: Routines and Lessons to Develop Measurement Big Ideas & Strategies (Grades K-5)
Breakout for Strand F: 
If you selected Strand F, please select this option.

 

Metamorphosis Advanced Teaching/Coaching Fellows Program

Are you a coach or teacher leader who has previously worked with Metamorphosis? Are you interested in developing your skill set to facilitate workshops for your school or district? If you answered, “YES,” to these two questions, please read on.

Metamorphosis is pleased to announce that, based on last year’s success, we are again including this application only  section in our Summer Institute. This advanced-level strand will focus on the development of workshop leaders. You can find the Application here.

Prerequisite: Previous participation in Metamorphosis institutes and coaching experience with Toni Cameron, Lucy West or Anne Burgunder.
Cost: $2,000 per person (for the week of August 7th – 11th, 2017)
Follow-up Cost (Optional): $1,500 per person

This institute is unique in the ways we:

  • Develop and deepen adult understanding of the mathematics they teach.
  • Employ the pedagogical practices required by the CCSS (e.g., have participants make meaning, defend their reasoning, engage in mathematical arguments, and use mathematical models to communicate their thinking).
  • Cultivate teachers’ capacity to focus lessons on big ideas and underlying structures of mathematics as required by the CCSS.
  • Connect everything we do to the instructional core: lesson planning, implementation, assessment, reflection, and refinement.
  • Use key instructional strategies to develop the ability to communicate mathematical reasoning both orally and in writing.

Metamorphosis Teaching Fellows will have the opportunity to develop key skills needed to plan and facilitate adult learning in a workshop setting. This advanced-level strand will be led by Antonia Cameron, the Chief Academic Officer and Director of Professional Development at Metamorphosis. As teaching fellows, participants will:

  • Select and participate in one strand of the summer institute as both participant and apprentice.
  • Observe the facilitation of the strand and take scripted notes aiming towards building their personalized manual for teaching the strand. The manual is designed to help participants think about their own needs as a facilitator and create a tool to help them facilitate a content workshop in their own schools or districts.
  • Participate in planning session(s) for the strand they chose (this can be done in person or remotely) and have access to all previous planning documents, power points, and handouts from past sessions (Metamorphosis retains the copyright in all materials. Participants will receive a limited license to use these materials for facilitation in the participant’s school or district).
  • Teach at least one lesson in their strand. This lesson will be videotaped and participants will be required to analyze their own facilitation and select clips for analysis by Toni Cameron.
  • Receive analysis and feedback of their facilitation from Toni, who may also observe the actual session.
  • Participate in an afternoon seminar focused on designing and facilitating workshops for adult learners. In this seminar, their notes and video will be used to discuss critical facilitation techniques.
  • Document their learning journey (guidelines provided) and create their own manual for the strand attended (guidelines provided).

Participants will leave with:

  • A clear understanding of the difference between a procedural approach and a reasoning approach to teaching mathematics.
  • A clear understanding of the difference between a low-level task and a rich task.
  • A repertoire of rich problems they can use in their classes, and guidelines for creating and/or adapting additional useful math tasks.
  • An understanding of how to develop students’ stamina and capacity to argue mathematically.
  • Specific questioning and discourse facilitation techniques to develop students’ capacity to speak with clarity.
  • A repertoire of pedagogical tools that will help them bring the mathematical practices to life.
  • Handouts/readings as well as a bibliography of other resources to continue learning.
  • Assessment tools to track student understanding.

Optional Follow-up Work: It is recommended that participants commit to three one-hour follow-up sessions during the school year focused on planning and implementing sessions they design for their school or district. These sessions include:

  1. Coaching in planning a session for teachers in mathematics.
  2. Reviewing the plan and offering suggestions for improvement and for facilitation.
  3. Reflecting on the session—perhaps via a short video clip, notes, or questions.

These follow-up sessions include email and/or remote options (e.g., Skype or GoogleHangout).

To Apply:
You can find the Application here.

The Application form must be submitted by June 1, 2017. Please send the completed application, in word document or scanned/PDF file, to: This email address is being protected from spambots. You need JavaScript enabled to view it..


Event Properties

Event Date 08-07-2017 8:30 am
Event End Date 08-11-2017 3:30 pm
Individual Price $995.00
Location P.S./I.S. 276

Group Rate

#Registrants Rate/Person($)
1 995.00
3 945.00
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