8+Steps

Who:
All ranges of teachers from novice to master teachers, reluctant learners as well as eager learners, out of classroom teachers, special education teachers, charter schools, private schools, public schools, different levels of academic freedom (follow the textbook as well as do what you think is right), those with textbooks and those without, administrators, title 1 directors, curriculum directors, trainers for LEAs, teachers as parents, homeschoolers.

Why:
Provide better classroom instruction, providing support for teachers, building expertise with the common core, building capacity for excellent teaching with support groups, to move forward, to provide advanced experiences, using technology for teaching, seeing the integration of mathematics into everyday life and throughout the curriculum through task based learning, we need people to think critically instead of procedurally, patient problem solving, reduce math phobia, because we really like it and we want to do better.

So That:
Teachers will feel empowered to implement better math instruction including tasks, so teachers can create a balanced mathematics program, what does a balanced mathematics classroom look like, change their mindset – they can’t keep doing what they have been doing, they feel supported, they know it has been researched and it works, teachers understand and can use different cognitive levels of work, so they utilize formative assessment, the core follows progressions and has to be mastered, the practice standards will make a difference, teachers will see the core as more than a checklist, deepen teacher understanding of the core.

When:
June 10-13, June 17-20, June 24-27, July 8-11, July 15-18. 4 day sessions in each location, 8 hours a day, 8:00 to 4:00 each day Where: • Wasatch North 1 • Wasatch Central 1 • Wasatch South 1• St. George Regional • Heber Regional • Wasatch North 2 • Vernal Regional • Wasatch Central 2 • Wasatch South 2 • Cedar City Regional• Cache Regional • Wasatch North 3 • Richfield Regional • Moab Regional • Wasatch Central 3

What:
1. All participants will use the mathematical language of the UCSS fluently and precisely in a grade level unit. 2. All Participants will construct a working knowledge of the shifts inherent in the Utah Core State Standards and the major work at their grade level. 3. Kindergarten participants will construct a working knowledge of the progressions in the Counting and Cardinality and the Operations and Algebraic Thinking Domains in Kindergarten and the Geometry standards that support the fractions progression in Grades 3-5 4. First Grade participants will construct a working knowledge of progression of the Operations and Algebraic Thinking in First Grade and the Geometry standards that support the fractions progression in Grades 3-5. 5. Second Grade participants will construct a working knowledge of the progression of the Operations and Algebraic Thinking Domain in Second Grade and the Geometry standards that support the fractions progression in Grades 3-5 6. Third through fifth grade participants will construct a working knowledge of the progressions of fraction understanding in grades 3 - 7. 6th Grade Participants will construct a working knowledge of progression of Expressions and Equations with a connection to fraction work in the earlier grades. 8. Participants will develop a balanced mathematical unit based on the CMI learning cycle, including such elements as rich mathematical tasks, finely designed lectures, well orchestrated discussions, peer collaboration, opportunities for individual critical thinking, short LED cycles, procedural fluency, and formative assessments 9. Participants will identify the mathematical practices on which they will focus in each step of their unit. 10. Participants will use the 5 Practices for Orchestrating Productive Mathematical Discussions in planning the tasks in their unit. 11. Participants will embed effective questioning strategies in their learning tasks.

What For:
Participants will understand the common core "way" of doing mathematics in the development of a grade level learning cycle. Participants will design a balanced grade level learning cycle with embedded mathematical practice standards incorporating evidence based formative assessments. Participants will analyze, evaluate, and modify tasks for inclusion in a balanced learning cycle that incorporates mathematical discourse, conceptual understanding, and/or procedural fluency.

How:
Learning Tasks for each day in the core academy