This professional development
focuses on a research-based, student-focused model of instruction. Participants
will learn ways to increase students' efficiency in a manner that is consistent
with their current levels of understanding. They will learn to recognize which
student-generated strategies lay a foundation for work with more complex
numbers or number systems and learn how to encourage these strategies. In
addition, participants will be introduced to formal mathematical notation that
students can use to represent their strategies. Participants will also see how
to engage students during and after problem-solving in a manner that helps move
students to more advanced mathematical understanding for computation and number
facts. Research based on Children’s Mathematics: Cognitively Guided
Instruction, 2nd Edition by Thomas P. Carpenter, Elizabeth Fennema, Megan L.
Frank, Linda Levi, and Susan Empson.
Two additional days will occur during the year.