All titles are available to members of the Region 10 Professional Development Cooperative
*Sessions Offered at Region 10 or at Clustered Locations Only*
Are you AWARE?
Region 10 provides content specific training on the new data management system, AWARE. Come and learn the capabilities of AWARE as mathematics data is analyzed to inform instruction in the one-day session.
Are you Ready? You Will Be! Graphing Calculator Strategies for Success on Algebra I EOC Items (8-10) NEW
This half-day session will allow participants to examine the last released Algebra I EOC (2002) as well as grades 9-11 TAKS items that address Student Expectations that will be tested on the high-stakes Algebra I EOC. For each student expectation, strategies for using the graphing calculator as a tool for multiple representation and problem solving will be examined. Graphing calculators will be provided, but please feel free to bring your own. Graphing calculators are useful tools that can enhance mathematical instruction, foster improved teaching and learning, and increase mathematics achievement (Dunman, 1999).
Building Math (6-8) NEW
Building Math uses number concepts, estimation, proportional reasoning, algebraic thinking, measurement, data analysis, and other math skills to solve engineering problems in real-world settings. Participants will conduct mathematics investigations and use the engineering design process to solve problems they encounter. Through these investigations we will explore and apply important mathematics concepts in the context of engineering and design, and adventure through the use of hands-on math to solve problems in real-word settings. In addition, this staff development integrates skills that are normally taught in isolation and synthesizes them into a constructive purpose that includes a need for creativity and application of knowedge. This two-day staff development session also qualifies for STEM continuing education. Please join us for a fun-filled learning experience. Each teacher will be required to purchase a set of books with all teacher notes and student activity pages.
Come Alive: Academic Vocabulary in Mathematics (K-5, 6-8, 9-12) NEW
The National Council of Teachers of Mathematics (NCTM) asserts that mathematics and literacy are intertwined and interdependent. If we are to build mathematical understanding, then we must address instructional strategies for developing vocabulary meaning. In addition, Marzano reports that the depth of a student's understanding of words and meanings plays an enormous role in his or her ability to comprehend content, concepts, and to read academic texts. This one-day staff development session will allow participants to explore strategies for teaching academic vocabulary in the mathematics classroom.
Constructing a Response to Intervention (RtI) Framework in Mathematics (K-5, 6-8, 9-12) NEW
Many districts are using a response to intervention (RtI) system that includes the three instructional tiers and components that are most common to these systems, such as universal screening, progress monitoring, systematic instruction, and differentiation based on data. This two-day staff development session will assist instructional leaders of mathematics in creating a framework that meets the needs of their districts, campuses, and classrooms.
Creating a STAAR in Mathematics: Implementing Best Practices (K-5, 6-8, 9-12) NEW
This one-day staff development session introduces educators to best practices in mathematics instruction. Teachers will learn strategies to make content relevant, to build academic vocabulary, to create formative assessments, to differentiate in mathematics, to integrate English Language Proficiency Standards (ELPS), to use manipulatives, and to integrate concepts as a path to student success on STAAR.
Effectively Assessing Mathematics Knowledge (6-10)
Assessment of Mathematics understanding and skills allows teachers to determine what students know and what they are able to do, which can then inform instruction. Development of valid assessment items and tasks, as well as the rubrics for grading assessment tasks, begin the process of assessing student mathematics knowledge. Participants will examine student work to evaluate student knowledge, will examine student assessment tasks and the associated rubrics, will learn the components of a valid assessment item, and will write valid assessment items. A study conducted by Hill, Rowan, and Ball revealed that teacher mathematics knowledge is significantly related to student achievement gains. This one-day professional development session is also designed to increase teacher mathematics knowledge.
ESTAR Project: Elementary-school Students Texas Algebra Ready (K-4) NEW
The Texas Response to Curriculum Focal Points (TXRCFP) was created from the Texas Essential Knowledge and Skills (TEKS) and identifies critical areas for mathematics instruction at each grade level. The two-day Elementary-School Students in Texas: Algebra Ready (ESTAR) training will inform and familiarize participants with the TXRCFP as a framework for improving overall mathematics instruction and achievement, in order to decrease the percentage of students who need math intervention.
First Steps in Mathematics: Number (K-5, 6-8)
First Steps in Mathematics professional development will develop and expand teachers' understanding of mathematics and how children learn mathematics. First Steps in Mathematics enables teachers to successfully diagnose, plan, implement, and evaluate their students' learning experiences. Diagnostic Tasks and Diagnostic Maps within each strand will help teachers to identify students' misconceptions about mathematics. Sample lessons and learning activities provide teachers with practical and simple ideas to support students' development. (4 days)
First Steps in Mathematics: Measurement (1-8) NEW
First Steps in Mathematics professional development is designed to support teachers as they assess, plan, and implement strategies to improve the mathematics learning of all primary students, particularly students at risk of not achieving their educational portential. This session will focus on the key concepts of how children develop their ideas of measurement. Diagnostic tasks, sample lessons, and learning activities provide teachers with practical and simple ideas to support student development in measurement. (3 days)
Fostering Algebraic Thinking, Part I (6-12)
This two-day staff development session is composed of two modules designed around analyzing student work and listening to students. Part II continues with documenting patterns of student thinking, and asking questions of students. The goal of the professional development academy is to help mathematics teachers in grades 6-12 learn to identify, describe, and foster algebraic thinking in their students and understand student thinking through the analysis of different kinds of data, such as student work and classroom observations. The training is built around Fostering Algebraic Thinking by Marc Driscoll.
Fostering Algebraic Thinking, Part II (6-12)
This two-day staff development session is a continuation of Part I (Analyzing Student Work and Listening to Students), and is composed of two modules designed around documenting patterns of student thinking and asking questions of students. The goal of the professional development academy is to help mathematics teachers in grades 6-12 learn to identify, describe, and foster algebraic thinking in their students and understand student thinking through the analysis of different kinds of data, such as student work and classroom observations. The training is built around Fostering Algebraic Thinking by Marc Driscoll.
Fostering Geometric Thinking, Part I (5-10)
During the two-day session of Part I, Fostering Geometric Thinking Seminar, participants will explore geometric thinking by engaging with open-ended problems that involve geometric thinking and by analyzing student work on those same problems. The mathematics explorations and student work analysis activities will be guided by a Geometric Habits of Mind framework. Participants will use this in-depth focus on the nature of their own and students geometric thinking to reflect on the next steps they can take with their own students to elicit productive geometric thinking. Participants are highly encouraged to also register for Part II. The training is built around Fostering Geometric Thinking by Marc Driscoll.
Fostering Geometric Thinking, Part II (5-10)
During the two-day session of Part II, Fostering Geometric Thinking Seminar, participants will continue to explore geometric thinking by engaging with open-ended problems that involve geometric thinking and by analyzing student work on those same problems. The mathematics explorations and student work analysis activities will be guided by a Geometric Habits of Mind framework. Participants will use this in-depth focus on the nature of their own and students geometric thinking to reflect on the next steps they can take with their own students to elicit productive geometric thinking. The training is built around Fostering Geometric Thinking by Marc Driscoll.
Instructing Mathematics with the Wireless Nspire Navigator (6-12) NEW
The Nspire calculator integrated with the wireless Navigator turns student handhelds into a wonderful tool for Mathematics instruction. Time is saved by sending documents, collecting data, and even grading student work. The Nspire Navigator engages students in the learning process and helps students focus on concepts being addressed. Teachers will gain firsthand experience in using the Nspire Navigator system to guide instruction. Educators will walk away with activities and resources which can be immediately implemented in the classroom. Since the goal of this one-day staff development session is to introduce teachers to the positive impact of integrating available technology, participants are strongly encouraged to register even if they do not have the Nspire Navigator.
Intervention with Manipulatives for High School Mathematics (9-12) NEW
Piaget and Montessori provide evidence that manipulatives (concrete objects) are important tools for teaching mathematics. Teaching with manipulatives does not in itself constitute intervention, but a research-based approach to the sequence of concrete-representational-abstract that includes manipulatives as tools for instruction, reflective practices, cooperative learning, and learning activities that are exploratory and deductive in their design shows a positive impact on student understanding of concepts that are best developed with a concrete base. (Nancy Berkas and Cynthia Pattison, NCTM News Bulletin, November 2007). Join us for this one-day staff development session exploring manipulatives for high school mathematics interventions.
Make Learning about Living, Not Just about Knowing: PBL in Mathematics (6-12) NEW
This one-day staff development session guides teachers to engage students in a variety of "real world" situations that accommodate a wide range of student interest. It is important for students to become critical thinkers and to develop broad knowledge that will allow them to become successful, not only in the classroom but also in real life situations. Participants will compare and contrast project based learning and problem based learning through classroom examples.
Making Algebra II Active
Algebra II instruction in the 4X4 curriculum takes on the role of preparing many students for a fourth year of mathematics, preparing students for the Algebra II End of Course Exam, and for measuring student college readiness through special purpose questions on the Algebra II EOC. This staff development session provides research-based instructional strategies to make Algebra II active! Join us for this one-day session of ACTIVE ALGEBRA II!
Mathematical Modeling with Application – Introduction to Modeling and the Sciences (9-12) NEW
When data is represented in the real world, two types of relationships emerge: linear and exponential. This session takes a hands-on approach to teaching linear functions by collecting and analyzing real world data. During Day One of this two-day staff development session, participants will learn how to use recursive thinking along with technology to reinforce/re-teach linear functions. During Day Two, participants will learn to use science concepts, such as Newton's Law of Cooling, Hook's Law, Population Growth and Gravity to teach Linear, Quadratic, and Exponential functions.
Mathematical Modeling with Application – Modeling Finance (9-12)
The goal of this workshop is to aid teachers in preparing Mathematical Models with Application students to make sound financial decisions. Participants in the one-day staff development session will learn how to integrate Excel, TMV solver and online calculators to teach the following concepts: car loans, investments, buying a house, simple interest and compound interest.
Mathematics Connection to Social Studies (5-8)
Integrating Mathematics and Social Studies allows students to see the relevance and usefulness of Mathematics and of Social Studies. In this one-day professional development session, participants will find the connections between Mathematics TEKS and the newly refined Social Students TEKS.
MSTAR: A Geometric Approach to Algebra Readiness (6-8) NEW
This two-day training will investigate middle school geometry through the lens of the Texas Curriculum Focal Points. Materials will focus on discovering the importance of incorporating the Texas Response to Curriculum Focal Points (TxRCFP) and provide practical experience in applying differentiated instructional strategies to geometry lessons with an emphasis on algebra in order to create quality Tier 1 lessons.
Now I Know What It Is: Show Me Some More! Intermediate Graphing Calculator as a Tool for Teaching Mathematics (6-12) NEW
This half-day session is for users of the TI-83/84 graphing calculator with intermediate expertise. Beginning skills/applications will be spiraled into the training while additional calculator skills are introduced and applied. Content-rich activities will be provided to apply learned calculator skills. Dunham found studies that concluded those students who use graphing calculator technology were more active, they participated in more group work, investigations, and problem solving explorations (Dunham, 1993; Dunham & Dick, 1994), and female students improved in confidence, spatial ability, and algebra skills (Dunham, 1995).
Algebra I End-of-Course (EOC) Success (8-10)
Examine the concepts in the Algebra I TEKS and learn strategies to prepare your students for success on the End of Course assessment during this two-day professional development. Participants will explore hands-on, student-centered lessons designed to provide connections to and strengthen participants' knowledge of College and Career Readiness Standards (CCRS), English Language Proficiency Standards (ELPS), and Response to Intervention (RtI). Sessions will provide Texas teachers and administrators with online resources and follow-up activities through an online interactive platform, as well as allow educators to build online professional learning.
Algebra II End-of-Course Success (9-12) NEW
This three-day training is designed to improve overall mathematics instruction and achievement in order to insure student success on the STAAR Algebra II End-of-Course assessment. Participants will examine the concepts in the Algebra II TEKS and learn strategies through the exploration of hands-on, student-centered lessons designed to provide connections to the College and Career Readiness Standards (CCRS), the English Language Proficiency Standards (ELPS), and the Response to Intervention (RtI) model. This session will also include access to online resources and professional learning communities provided through Project Share. Training will be offered in both face-to-face and online formats.
English Language Proficiency Standards (ELPS) Academy for Mathematics
Explore ways to increase achievement for English Language Learners using the English Language Proficiency Standards (ELPS). The ELPS require specific focus on developing academic language in the content areas through reading, writing, speaking, and listening in grades K-12. In this session, participants will examine the ELPS in relation to math instruction and will practice writing language objectives using the four domains. Resources contain specific strategies that will enable teachers to incorporate the ELPS into their math classrooms. Eligible participants will receive a ONE TIME, $100 stipend.
Geometry End-of-Course Success (9-12) NEW
This two-day training is designed to improve overall mathematics instruction and achievement in order to insure student success on the STAAR Geometry End-of-Course assessment. Participants will examine the concepts in the Geometry TEKS and learn strategies through the exploration of hands-on, student-centered lessons designed to provide connections to the College and Career Readiness Standards (CCRS), the English Language Proficiency Standards (ELPS), and the Response to Intervention (RtI) model. This session will also include access to online resources and professional learning communities provided through Project Share. Training will be offered in both face-to-face and online formats.
MSTAR Mathematics Academy: Grades 5-6
Examine the big ideas in the Grades 5-6 mathematics TEKS and learn strategies to prepare your students for success in algebra during this professional development. Participants will explore hands-on, student-centered lessons designed to provide connections to and strengthen participants' knowledge of the middle-school mathematics that is critical for success in algebra, the College and Career Readiness Standards (CCRS), English Language Proficiency Standards (ELPS), and Response to Intervention (RtI). Sessions will provide Texas teachers and administrators with online resources and follow-up activities through an online interactive platform, as well as allow educators to build online professional learning communities for further development and growth. (3 days)
MSTAR Mathematics Academy: Grades 7-8
Examine the big ideas in the Grades 7-8 mathematics TEKS and learn strategies to prepare your students for success in algebra during this professional development. Participants will explore hands-on, student-centered lessons designed to provide connections to and strengthen participants' knowledge of the middle-school mathematics that is critical for success in algebra, the College and Career Readiness Standards (CCRS), English Language Proficiency Standards (ELPS), and Response to Intervention (RtI). Sessions will provide Texas teachers and administrators with online resources and follow-up activities through an online interactive platform, as well as allow educators to build online professional learning communities for further development and growth. (3 days)
MSTAR Academy I Part B Completion: (5-8) NEW
This training will engage participants in the use of data-driven decision-making within the MSTAR Lesson Study model to plan, review, and refine Tier I mathematics instruction. Participants will review important sources of data on student knowledge and thinking related to algebra readiness; connect each of these sources of student data to its appropriate types of decisions; and design a data-driven action plan for improving an aspect of algebra-readiness related instruction during the year.
This one-day face-to-face training is a culminating training for participants of MSTAR Academy I who have completed earlier training through face-to-face sessions and/or online courses.
MSTAR Mathematics Academy II: (5-8) NEW
This two-day training emphasizes research-based Tier II strategies from the IES Practice Guide for Struggling Students and engages participants in how to identify students needing Tier II support in mathematics and meet their instructional needs. Participants will learn how to interpret results of the MSTAR Universal Screener; use the screener results and other forms of data to make instructional decisions; and provide practical strategies for implementing evidence-based interventions for students receiving Tier II mathematics support. The session will also include access to online resources and professional learning communities provided through Project Share. Training will be offered in both face-to-face and online formats.