ActiveMath® Workshop Schedule


REGISTRATION FEE:

$195 for one workshop; $180 each when two or more registrations are received at the same time. Registration fee includes extensive coursebook with blacklines, complimentary snacks, and more. Lunch is included where indicated.

Call us for special reduced group rates for workshops.
(847) 883-8864


Click on a workshop for more information


Summer 2015 Two-Day Workshops
Earn 2 Credits in 3 Days!

Workshop #255Putting Learning Theories into Practice:
Meeting the Diverse Learning Styles with Hands-on Activities, Grades 3–6

Workshop #256:
Teaching Problem Solving, Grades 5–8



Summer 2015 Two-Day Workshops

Workshop #255Putting Learning Theories into Practice:
Meeting the Diverse Learning Styles with Hands-on Activities, Grades 3–6

PROGRAM HIGHLIGHTS

This workshop addresses key mathematical skills and concepts related to the Content and Practice Standards of the Common Core State Standardsalong with NCTM’s Principles and Standards of School Mathematics. The course places an emphasis on the integration of cognitive learning theories with important mathematics skills and concepts by using hands-on and real-world activities. By working collaboratively with their colleagues, participants will be active participants and involved throughout the workshop. Regular and special needs students engaged in these activities should no longer struggle with rote procedures and begin to see mathematics as a sense-making experience.

We will also examine some non-traditional assessment strategies, such as math warm-ups, as a means to revisit and re-teach important skills and concepts.

  • An overview of Selected Cognitive Learning Theories: Academic research on C-S-A (Concrete, Semi-Concrete, Abstract), Elaborative Rehearsal, Cooperative Learning, Multiple Intelligences, and Realistic Mathematics Education will form the foundation of the activities and games used in this seminar.
  • Investigate Concrete – Semi-Concrete – Abstract (C-S-A): Using the C-S-A model, students learn to understand equations by using hands-on manipulatives (concrete), then moving to an activity the combines manipulatives with paper-and-pencil computations (semi-concrete), and finally matching algebraic equations with their corresponding story problems and solutions (abstract).
  • Maintenance Rehearsal vs. Elaborative Rehearsal: Comparisons will be made between pedagogies that lead to short-term learning (Maintenance Rehearsal) and those that make associations between what is already known and the new information being presented (Elaborative Rehearsal). Participants will learn how using math journals can help promote this long-lasting learning.
  • Explore How Collaborative Learning Can Promote Problem Solving: Students working in small groups help one another “persevere” and become better problem-solvers. Teachers will engage in collaborative activities to learn, first hand, how mathematics discussion and collaboration can encourage students to become better problem-solvers.
  • Experience Howard Gardner’s Multiple Intelligence as a Means to Meet the Needs of
    All Students:
    Learn how to teach traditional mathematics topics using activities that employ Gardner’s theory of Multiple Intelligences. After a brief overview of the eight intelligences and how they are reflected in the mathematics curriculum, teachers will use mathematical, visual, and musical intelligences to find the greatest common factor, least common multiples and learn divisibility rules.
  • Realistic Mathematics Education (R–M–E) and the Common Core: Using real-world problems, we will actively explore Number and Operations, Geometry, Data and Probability, and Measurement — along with the Standards of Mathematical Practice of the Common Core State Standards.
  • Learn to Use Educational Games to Review and Revisit Skills and Concepts: Some
    of the advantages of using games are that they: (1) provide a meaningful situation to encourage students to learn math skills, (2) promote positive attitudes towards math by reducing failure, (3) increase student-learning by encouraging collaboration, (4) allow children playing the game to operate using their own learning styles, and (5) encourage children to work independently of the teacher because the rules keep students on task.*

* Adapted from Davies, B. (1995). The role of games in mathematics. Square One,
Vol. 5, No. 2.

This course provides instructional strategies designed to address the needs of both regular and special-education students. All teachers, including those teaching developmental curricula or math education teachers, would benefit from this workshop.

Date: June 25 & 26, 2015
Registration: 8:00 am on Thursday
Workshop hours:
Thursday 8:00 am – 3:30 pm
Friday 8:00 am – 3:30 pm

Location:
Wyndham Garden Hotel
900 West Lake Cook Road
Buffalo Grove, IL 60089
1-847/215–8883

A reduced overnight rate of $69 is available from the Wyndham Garden for ActiveMath participants.

Facilitator:
Hope Martin

Hope Martin is a State Finalist for the Presidential Award for Excellence in Mathematics and Science.

Hope has been a mathematics educator for more than 40 years—including close to 30 years in the classroom. Currently she is adjunct to National Louis University. She is a frequent presenter at local and national conferences.

           

Hope has authored numerous math books for teachers and students including Differentiated Instruction in Mathematics: Instructions and Activities for the Diverse Classroom and Active Learning in the Mathematics Classroom.

  • Differentiated Instruction for Mathematics: Instructions and Activities for the Diverse Classroom
  • What Year Am I?: A Math Warm-Up a Day

Registration Fee:

  • The cost for one workshop: $195.
  • Two or more registrations received at the same time: Only $180 each.

THIS WORKSHOP INCLUDES:

  • An extensive coursebook with blacklines to take directly back into your classroom
  • Complimentary continental breakfast both days. Lunch on your own both days.
  • A certificate of participation suitable for framing and a fascinating puzzle

There will be an opportunity to examine and purchase supplemental math materials. Bring your school Tax ID to the workshop.

One hour of graduate level professional development credit, for an additional $65 fee paid at the workshop, available through
Brandman University Extended Education – EDDU 9018

CPDU Provider: National-Louis University — 15 Illinois CPDUs are available for this workshop
No outside assignments required to receive 15 CPDUs.

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Workshop #256: Teaching Problem Solving, Grades 5–8

PROGRAM HIGHLIGHTS

This is a hands-on workshop where participants, working in small groups, are actively engaged in using proven strategies, techniques, and activities that foster understanding of the problem-solving process. The problems solved in the workshop derive from all domains of mathematics in the grades 5–8 curriculum as identified by the Common Core State Standards. The domains include Ratios and Proportional Relationships, The Number System, Expressions and Equations, Geometry, and Statistics and Probability. Participants thus experience how problem solving permeates all domains of mathematics. Estimation and mental math strategies are used throughout.

Participants study problem solving from the perspectives of teaching about problem solving, teaching for problem solving, and teaching through problem solving. A special emphasis is on Mathematical Practice 1: Make sense of problems and persevere in solving them. Sample PARCC problem-solving items are examined.

  • Make Sense of Problems and Persevere in Solving Them: Those words come from Mathematical Practice Standard 1 of the Common Core State Standards — and constitute the driving force of this workshop. Participants deepen their understanding of the importance of problem solving — and how problem solving pervades all Domains identified by the Common Core State Standards.
  • Real-World Warm-ups: Participants explore techniques for using newspapers, warm-ups, and "problem-of-the-day"-type activities to connect math to the real world — and to make every moment in class count.
  • Actions and Operations: Participants explore a variety of problem-solving visual models for addition, subtraction, multiplication, and division. These models bring life to the “Common Addition, Subtraction, Multiplication and Division Situations” specifically outlined in the Common Core State Standards. An understanding of situations that require these operations — including the actions that are involved — is an important step in helping students become better problem-solvers.
  • George Pólya—The Master Problem Solver: Participants examine academic research on the teaching of problem solving. In particular, they learn how to use George Pólya's problem-solving plan: Understand, Plan, Solve, and Look Back — together with a toolkit of problem-solving strategies (Make a List, Find a Pattern, Use Guess and Check, Act it Out, Use a Drawing, Use Logic, Solve a Simpler/Related Problem, and Work Backwards) to solve routine and nonroutine problems.
  • Guided Problem Solving: Participants work in groups to develop their own guiding questions to use with students for each of the steps in George Pólya's problem-solving plan for selected nonroutine problems. The use of effective guiding questions is at the heart of being an effective teacher of problem solving. Students will present to the class the questions they develop for the problems. Particiapnts will leave class with a rich collection of real-world applications and “classic” problems that have been prepared by the instructor to be directly used by students.
  • Sample PARCC Items: Participants apply strategies to solve sample PARCC items.
  • Group Problem Solving and Alternative Assessments: Participants experience how cooperative problem solving helps students become better problem-solvers. Participants engage in a unique activity that effectively assesses both group and individual problem solving.
  • Cartoon Math: Participants experience the enjoyment of mathematics through solving multi-step problems involving whole numbers, rational numbers, and irrational numbers from NCTM’s Cartoon Corner.

This course provides instructional strategies designed to address the needs of both regular and special-education students. All teachers, including those teaching developmental curricula or math education teachers, would benefit from this workshop.

Dates: June 26 & 27 2015
Registration: 4:00 pm on Friday
Workshop hours:
Friday 4:30 pm – 10:00 pm
Saturday 8:00 am – 5:00 pm

Location:
Wyndham Garden Hotel
900 West Lake Cook Road
Buffalo Grove, IL 60089
1-847/215–8883

A reduced overnight rate of $69 is available from the Wyndham Garden for ActiveMath participants.

Facilitator:
David B. Spangler

Recipient of the 2014 ICTM
Lee Yunker Mathematics
Leadership Award
(Illinois Council of Teachers of Mathematics)

David has been a mathematics educator for 40 years. He is a frequent presenter at conferences and is a developer of mathematics curriculum materials for K–12.

David has authored a number of math books for teachers and students, including Math for Real Kids, and is co-editor of NCTM’s Cartoon Corner in Mathematics Teaching in the Middle School.

Registration Fee:

  • The cost for one workshop: $195.
  • Two or more registrations received at the same time: Only $180 each.

THIS WORKSHOP INCLUDES:

  • An extensive coursebook with blacklines to take directly back into your classroom
  • Complimentary snacks on Friday; coffee, rolls, and a delicious lunch on Saturday. (Dinner on your own on Friday night)
  • A certificate of participation suitable for framing and a fascinating puzzle

There will be an opportunity to examine and purchase supplemental math materials. Bring your school Tax ID to the workshop.

One hour of graduate level professional development credit, for an additional $65 fee paid at the workshop, available through
Brandman University Extended Education – EDDU [course number TBD]

CPDU Provider: National-Louis University — 15 Illinois CPDUs are available for this workshop
No outside assignments required to receive 15 CPDUs.

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Go to Registration Page

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