jump up to hs math program mcallen pd 3 site july 2008

Jump Up to HS Math Jump Up to HS Math ProgramProgram

McAllen PD3 SiteJuly 2008

Jump Up to HS Math Jump Up to HS Math ProgramProgramA two week summer program for secondary math teachers and entering HS students consisting of:

◦A morning math camp for students;

◦Teachers discussing and analyzing the morning session; and

◦An afternoon math class for the teachers.

Jump Up to HS Math Jump Up to HS Math ProgramProgramThe three components (math

camp, reflecting on practice, and afternoon math class) is based on Texas Mathworks’ Junior Math Camp.

Jump Up to HS targets MS and HS teachers, district students entering 9th grade.

Math Camp for StudentsMath Camp for StudentsAimed at students entering 9th grade

at any of the district’s three main high schools.

Organized and led by a combination of MS and HS teachers.

Held on a HS campus.Measurement and geometry

activities (based in part on state assessment results for McAllen ISD).

Math Camp for StudentsMath Camp for StudentsTwo “master teachers” and 2-4

“support teachers” work with 18-24 students in a classroom.

A second two-week math camp for students can be held with the roles of the support teachers and master teachers reversed.

Math Camp for StudentsMath Camp for Students

One activity: Trundle wheels

Math Camp for StudentsMath Camp for StudentsAmazing (Geometric) Race -

students race around the HS to find geometric shapes, and then make measurements of them with factory-made trundle wheels.

Students make and use their own trundle wheels (without guidance).

Math Camp for StudentsMath Camp for Students

Reflecting on PracticeReflecting on PracticeAfter the students leave, the teachers meet to discuss and analyze the morning session.

What were the big math ideas intended for today?

Did the students learn anything today? What did you see and hear that tells you this?

What were some effective questions?

If we could rewind today, what would be different?

Reflecting on PracticeReflecting on PracticeThen finalized preparation for the next day:

Teachers do the lesson, anticipate student responses, modify the lesson as needed.

Consider possible ways to sequence student responses.

Discuss possible questions to ask to determine student learning.

Eat cookies.

Afternoon Math ClassAfternoon Math Class

An afternoon “math camp” for the math camp teachers.

Teachers work on mathematics. Not meant to tie into the student math camp, but sometimes we can’t avoid it.

Another student activity: make your own ruler.

Students are given a blank sentence strip and challenged to make a ruler.

Many students repeatedly fold the strips in half to create their subdivisions.

Two different student-made rulers.

Afternoon Math ClassAfternoon Math Class

Questions posed for the teachers in the afternoon:

How can folding be used to make “thirds” on a ruler? Find a mathematical explanation for an origami move for subdividing a paper into thirds.

Afternoon Math ClassAfternoon Math Class

Other activities: Wyoming MSP materials on Connecting

Geometry EDC problem on squareness (PCMI 2006) “Is there a net for a sphere?”

General ObservationsGeneral ObservationsTeachers become used to having other

teachers in their classroomTypical comment after first day: “I was

very nervous about having other teachers watch me. I’m glad today is over.”

No TAKS (Texas state assessment test) pressure, no lectures, no grading.

Teachers learn to watch students struggle, learn patience, learn to butt out.

Ups and DownsUps and DownsHow can we take advantage of

this to follow the teachers into the classroom during the year?

Teachers perceive the environment during the summer to be vastly different than that during the school year.

Students are for the most part “self selected.”

Ups and DownsUps and DownsCompetition with summer school

(students and teachers) and other summer programs.

2006 – 30 students, 6 teachers2007 – 85 students, 14 teachers2008 – 20 students, 4 teachers