Download a copy of this year's flyer to share with your colleagues.
2014 Fall Conference:
September 13, 2014. 9:30 am to 3:30 pm 1st floor of UCSC McHenry Library
There are 10 late registration spaces still available!!
Breakout sessions are posted below.
Participants who registered before Sept 8: You should have received a link to sign up for sessions.
Participants who are registering late: You can register now, read below about the sessions offered, come on the day of the event and choose your sessions from what is still open. Right now we have space for 10.
Please read the FAQ about the conference back on the home page. There is important information for you there.
Science breakout session descriptions:
The California EEI Curriculum is a great resource for teaching Common Core. Throughout the EEI, you will find engaging informational text and student activities for K-12 that support Science Literacy Standards, Common Core standards in English Language Arts and History/Social Science Literacy. The EEI lessons help build critical thinking and problem solving, encourage collaboration and communication, and inspire creativity and innovation – all goals of the Common Core. This session offers an overview of NGSS, introduces the many resources offered by CREEC, the California Regional Environmental Education Community, and explores an EEI Curriculum unit with one of our Teacher Ambassadors, an experienced K-12 teacher who will answer your questions and share tips and best practices on how to easily add environmental education into your lesson plans.
Actively engage in a science lesson that illustrates what the Next Generation Science Standards’ dimensions are all about and how to integrate them with the California Common Core State Standards. Participants will have the opportunity to experience an NGSS engineering lesson and reflect on the disciplinary core content, crosscutting concepts and scientific and engineering practices. We will discuss a planning framework for science lessons that allows students to have opportunities for productive dialogue, purposeful reading and meaningful writing. Write like a Scientist! Scaffolding authentic science writing for ELs.
Mathematics breakout session descriptions:
Participants will learn how to motivate students to think deeply and share their ideas in a safe and supportive learning environment. This session will include ideas and strategies for fostering intellectually autonomous and growth-minded students who embrace the challenges of the Common Core State Standards. (another VIDEO explaintion of growth mindset))
RETEACH, REINFORCE & ENRICH 5-15 minutes each day to build a community of learners and mathematicians. Just as athletes stretch their muscles before every game and musicians play scales to keep their technique in tune, mathematical thinkers and problem solvers can benefit from daily warm-up exercises. Using Number Sense Routines by Jessica Shumway and many other sources Kathy Mitchel has developed a series of routines designed to help young students internalize and deepen their facility with numbers.
Re-engagement lessons allow students to work with a task to build mathematical ideas. The purpose of the lesson is to confront misconceptions and see why they don’t work, learn how to make justifications, bring their strategies from what’s comfortable to more appropriate grade level strategies, and maximize the learning from the task. “After the answer is out of the way, the mathematics begins . . .” – Phil Daro (author of the CCSS for Math) The style of this lesson is to maximize student conversation. There are plenty of times of teachers to do the talking – this isn’t one of them. (VIDEO CLIP).
Re-engagement – Confronting misconceptions, providing feedback on thinking, going deeper into the mathematics.(Video of one teacher's explaination)
Start with a simple problem to bring all the students along. This allows students to clarify and articulate the mathematical ideas.
Make sense of another person’s strategy. Try on a strategy. Compare strategies.
Have students analyze misconceptions and discuss why they don’t make sense. In the process students can let go of misconceptions and clarify their thinking about the big ideas.
Find out how a strategy could be modified to get the right answer. Find the seeds of mathematical thinking in student work.
A re-engagement lesson involves using student work on a task to highlight big mathematical ideas, different strategies for solving the problem, or confront misconceptions