Programs of Study|Conceptual Framework |Teach GNO| Charter Schools| Funded Projects

LaSIP UNO:  TRAINERS of MEANINGFUL MATHEMATICS THROUGH MODELING

PROJECT DIRECTOR(S):  Drs. Yvelyne Germain-McCarthy and Richard Speaker

We are happy to announce that UNO has received the LaSIP mathematics professional development grant for teachers in grades 4 –8.

Project Objectives

This project continues the focus of UNO’s previous LaSIP grant through its application of lesson study (LS) in the schools as a major tools for enhancing mathematical and pedagogical understanding. While the project’s primary goal is to increase problem solving content and pedagogical skills, the participants will be engaged in mathematical tasks from a variety of content areas including: measurement, numbers and operations, geometry, data analysis, patterns, functions and  algebra. Two graduate level 3-credit courses focused on “Meaningful Mathematics through Modeling” (M3) for mathematics teachers of grades 4-8 will be offered each year to meet the  goals. Teachers successfully completing this project will have the expertise to serve as math coaches in the schools. School teams comprising three or more teachers will be accepted on a first-come-first serve basis.

Recruitment and Selection of Participants

We expect 30 -35 participants from schools in the greater New Orleans metropolitan area. Selection criteria include teachers who are currently teaching mathematics, have a desire to implement the standards in the classroom, have the ability to adapt teaching strategies and content to meet the needs of the individual students, and have a willingness to share their newly acquired skills with others, and, have the support of their principal.  There is no limit to the  number of teachers from a school but a minimum of three is required.

        The specific objectives of the program are:

1. To increase participants' confidence in using and teaching mathematics by enriching their mathematics content base.
2. To enhance teachers’ skills and appreciation for collaboratively planning detailed lessons with follow-up observations and revisions (LINCS or lesson study approach).
3. To introduce new teaching strategies and materials for conveying the spirit of the Standards via the manner in which the course is taught.
4. To provide opportunities for teachers to create classroom materials and activities for implementing appropriate activities from the course.
5. To demonstrate how topics can be connected through rich, worthwhile and engaging tasks requiring tools such as manipulatives, calculators and computers.
6. To enhance principals’ understanding and appreciation for LS so that they will fully support their team.
7. To increase teachers’ communication of ideas through electronic media.
8.  To provide opportunities for teachers across the schools to visit each other and help improve the learning of students through the LS open house.

Procedure

This grant will be for a 27-months period that includes 2 summers and academic year follow-up from April 2008 – June 2010 and includes 40 days.

For 10 days during each summer  (July 14 – 25) and 10 Saturdays or after-school periods during Fall  and Spring (to be determined by participants)  as well as 10 days designated for independent teamwork or attendance at conferences, we will work on the following-

1. Most of the day will be dedicated to investigations that highlight the important mathematical concepts.  The remaining time will be reserved for leadership team meetings to begin the process of modifying the content to create engaging lessons for students.


2. The Fall workshops will allow some time for teachers to plan, teach, and revise a lesson. Stipends for teams to meet after school during the Spring term to conduct another LS will be available. The lesson study process is as follows:
   
   
   • Each team will convene to determine a goal they all want students to achieve in the content area of the course. The teams can consist of teachers from one grade level or across grade levels because the investigations of the course are rich enough for adaptation to grades 4-8.
   
   
   • Teams will begin to create a detailed lesson and assign a member as the lead teacher to teach it in his/her classroom.
• Team members will then observe the lesson, and then convene during school hours to share reflections and suggest revisions to the lesson.


• Team members will debrief to reflect on the student learning of the lesson and discuss revisions needed.

3. An electronic board for sharing work will be developed so that teachers can collaborate outside of school when necessary.
4. Principals will be invited to one summer and one academic year session to share information on LS and their teachers’ work.
5. Two days will be devoted to LS open houses at two of the schools. Teachers will convene at the schools to observe a lesson, make notes on their observation and then reflect on the process as a group.

Priority will be given to school teams with teachers committed to completing the 27-month project that includes summer of 2008, Fall 2008, Spring 2009; summer of 2009,  Fall 2009 and spring 2010.  School teams comprising three or more teachers will be accepted on a first-come-first serve basis.

BENEFITS  FOR TEACHERS:

A.  $150 for materials to use in the project

B.  If no more than 3 absences, a minimum stipend of $120 per 6-hr day

1. Tuition waived for up to 6 graduate credits for those successfully completing the program.
2. CLUs for the hours completing the program
3. Peer and Administrative Support
4. University Support
5. Student Improvement in math achievement
6. Background to serve as math coach

TEACHER DELIVERABLES FOR RECEIVING BENEFITS:

1. For each academic year, teacher’s absence may not exceed 3 days.
2. Completion of 2 lesson study cycles each year.
3. Active participation in workshop activities.
4. Active participation in Lesson study meetings with team members
5. Completion of pre and post content test.
6. Classroom observations at least twice each semester
7. Report on students’ pre and post tests.

           
SCHOOL SUPPORT FOR TEACHERS

As with most grants, a major form of commitment is shown through cost sharing of expenses. Principals are expected to support their teachers through time for collaborative planning, purchase of classroom materials, and at least one attendance at a workshop.

DISTRICT SUPPORT FOR TEACHERS

District must show support for their teachers through some form of cost sharing. Some districts have provided cash incentives to praise teachers who complete the program, others have provided extra compensation per hour for each teacher.

For information and application information please e-mail:

Dr. Yvelyne Germain-McCarthy or Dr. Richard Speaker

or call the Department of Curriculum and Instruction: (504) 280-6533     

Note: This is not a series of workshops but a program structured as a UNO course.