Nebraska Mathematics Professional Development Series

1
NebraskaMathematics Professional Development
Series

• Addressing the statewide need
• to support elementary, middle and high school
  teachers in their students transition
• from arithmetic to mathematics

This project is supported by a Nebraska
Mathematics Science Partnerships grant, funded
by the NCLB Act of 2001.
2
Nebraska Mathematics Cadre

• Deb Romanek - Co-Chair NE Math Cadre
• NDE Director of Mathematics Education
• Lenny VerMaas - Co-Chair NE Math Cadre
• ESU 6, Staff Development, 5-12 Trainer

ESU 1 - Shannon Collin, Site Coordinator ESU 2 -
Jolene Dredge, Site Coordinator ESU 3 - Debbie
Schrader, Site Coordinator ESU 4 - Mitzi
Hoback ESU 5 Annette Weise ESU 7 - Deb Wragge,
Site Coordinator ESU 8 - Carol Jessen, Project
Director JaLena Slack,
Project Coordinator ESU 9 - Jackie Ediger
ESU 10 Michelle Williams, Site Coordinator ESU
11 Kate Hatch ESU 13 - Kim Elder, Site
Coordinator ESU 15 - Jamie Garner ESU 16 - Deb
Paulman, Site Coordinator ESU 17 - Jeff
McQuistan, Site Coordinator ESU 18 - Matt
Larson ESU 19 - James Harrington
3
NMPDS Purpose

• To address the statewide need to build the
  required skills and knowledge teachers need in
  order to fully teach complex topics in
  instructional strategies, algebra, geometry and
  data analysis

4
The of
PROFESSIONAL DEVELOPMENT is to

ULTIMATE GOAL
improve student learning
5
(No Transcript)
6
NMPDS Projects-2009
5-12 Project
K-6 Project

• 2006-07 -
• 2007-08 -
• 2008-09
• 2009-10

Elementary Math

• 2008-09
• 2009-2010

Algebra
Geometry
Elementary Math
Data Analysis
Mathematics Connections
2009 Summer Mathematics/Science Integration Class
7

• K-12 Classroom teachers
• Apply to participate in this statewide
  opportunity
• Attend multiple trainings throughout the year at
  regional sites
• Engage in professional development instructional
  strategies

8
NMPDS -

• Sessions are
• taught by Content/Technology Consultants
• facilitated by TLMs (Teacher Leaders of
  Mathematics)
• Supported by Higher Ed
• .

9
Integrating Middle-Level Mathematics and Science
Using Technology
10
Nebraska Mathematics Professional Development
SeriesParticipants 2006-2010
195
161
155
154
11
Elementary Mathematics AcademyGrades K-6
Participants
255
213
12
Sites Across the State over the last 4 years
Norfolk - Milford
Kearney North Platte
Scottsbluff - Sidney
Omaha
This project is supported by a Nebraska
Mathematics Science Partnerships grant, funded
by the NCLB Act of 2001.
13
has impacted
NMPDS

• 212 Public Districts
• 11 Private Schools

Statewide
14
It is estimated this project hasthe
instruction of Nebraska students.
impacted
Thousands of
15
NMPDS Instructors over the last four years
16
Communication myeLearning

• Doug Zauha (myeLearning.org of Nebraska
  Consortium) explains how to use Angel, a web-base
  software, to instructors, participants and Math
  Cohort members.

17
John Sutton - Independent Grant Evaluator
18
What do Participants Say
19

• I found that the leaders of our sessions were
  effective in their teaching style and gave me
  ideas of ways that I could present information in
  my own classroom.
• Sharon Hanson
• Special Education Teacher
• Gretna High School

20
(No Transcript)
21

• I was given many tools for helping students to
  learn and explore math concepts.
• Janene Reynolds ElementaryTeacher
  Innman Attendance Center, ONeill Public
  Schools

22
(No Transcript)
23
(No Transcript)
24

• I have been challenged to think about math in
  everyday life and how it applies to the students
  I work with.
• Eliene Kietscher, ElementaryTeacher,
  Winside Elementary School

25
(No Transcript)
26
(No Transcript)
27
Reflections on my involvement

• It is important to give students time to think
  through the problems and not step in too soon to
  solve it for them. It is okay to get them
  started but let them struggle a little and
  encourage them to continue. If they really
  struggle show them how to try a simple problem
  and figure that one out and then have them apply
  the knowledge gained to another situation. Erin
  Ackerman, 9-12 Math Teacher, Central
  City Public Schools

28

• The myeLearning communication between sessions
  validated what we learned in the session.
• Sharon Hanson Special Education Teacher,
  Gretna High School

29
(No Transcript)
30

• The focus was on student learning, not
  assessment.
• Ed Ankrom
  9-12 Math Instructor
• Beatrice Public Schools

31

• After 15 years of teaching, it was nice to
  reflect on how I teach Algebra compared to how my
  students learn Algebra.
• Ed Ankrom 9-12 Math Instructor Beatrice
  Public Schools

32
(No Transcript)
33
Reflections on my involvement

• I liked how the instructors brought out the
  wheel with the Algebraic Habits of Mind. I have
  never really had the vocabulary to verbalize what
  I was doing when I was solving a problem. I
  refer to it often in my Algebra and Algebra I
  classes. I want my students to know that there
  is always more than one way to solve a problem,
  one way may be easier, but there are more than
  one. Michaela Goracke, Mathematics
  Teacher, Harvard Public Schools

34
(No Transcript)
35
Participant Reflections

• I feel like this session gave me the confidence
  to be able to go back to school and problem solve
  with my kids. I am not a person, student or
  teacher who has been a huge fan of word problems,
  but the more I do them, the more confident I
  feel. This is the same feeling that I want to
  instill in my students as they work their
  problems as well.
• Michaela Goracke, Mathematics
  Teacher, Harvard Public Schools

36

• Math can be lots of fun and we need to make
  sure students get excited about it.
• Sandy Bartholomew, 9-12 Math Teacher,
  Ord High School

37
(No Transcript)
38

• I have been challenged to think about math in
  everyday life and how it applies to the students
  I work with.
• Sandy Sunderman
• 9-12 Math Teacher
• Norfolk High School

39
(No Transcript)
40
(No Transcript)
41

• The sessions were very insightful. Having
  multiple levels represented really helped to see
  the various ways that different students think.
  Even though the answers were the same - the
  different strategies used to get the solution
  were very interesting.
• Deb Bulin
• 7-12 Math Instructor
• Thayer Central Public Schools

42
Participant Reflections

• The project helped me to connect the teaching
  of basic math to the teaching of higher level
  math concepts.
• Rogene Weinburg, 9-12 Math Teacher
  Arapahoe High School

43
(No Transcript)
44
(No Transcript)
45
Participant Reflections

• I think showing the link between algebra and
  geometry can make math more meaningful. The paper
  folding activity is a good visual help to notes.
  The different representations for algebraic work
  in finding the medians, perpendicular bisectors
  and altitudes are a great link between the two
  subjects.
• Betsy Rall, Mathematics Teacher
  Columbus High School

46
(No Transcript)
47
Thank you for allowing us to share the success of
this project