There are other ways of learning...
SummerMath for Teachers
Summer Institute 2008
Virginia Bastable and Jill Bodner Lester, Directors
An institute for teachers of grades K-8 will be offered from Sunday, June 29 to Friday, July 11. It will open with dinner on Sunday evening and conclude with lunch on the second Friday. {There will be no scheduled sessions between Friday, July 4 and Sunday, July 6.}
The focus of the institute will be on integrating the teaching of mathematics and science. The mathematical content will be the Developing Mathematical Ideas (DMI) seminar, Working with Data. The science focus will be the FOSS kit, Variables. The institute will engage participants in active learning, working to understand how students make sense of mathematical and scientific ideas, and in examining instructional methods that will support student thinking. Participants will be expected to pose questions, share ideas, and contribute to small and whole group discussions. In addition, there will be reading and discussion of related educational research, and writing assignments in which teachers reflect upon their views of teaching and learning.
Through the NCTM Standards and many state initiatives, it has become clear that mathematics teachers are being asked to teach in ways that are very different from the way they themselves were taught. At the SMT institute you will have an opportunity to work as a learner in a classroom based on these reform principles, reflect on your own learning, and analyze the implications of this experience for your own classroom practice.
The SummerMath for Teachers institute provides a stimulating and very intensive two weeks, and will consist of these major components:
Learning mathematics and science through a problem-solving approach
The institute takes an in-depth look
at the process of learning, the development of
mathematical thinking, and the way mathematical concepts are constructed.
Techniques such as collaborative
group work, writing as a tool for learning, and using manipulative
materials and diagrams as a way to represent thinking are all employed.
The mathematics that is explored in the problem-solving lessons of the
institute is directly related to the mathematics content of participating
teachers' curricula. The science component will explore the concept of
variables, the use of data to make predictions, and the application of
mathematics in the context of science.
Sessions are included in which students' mathematical thinking and understandings are analyzed through videotaped problem-solving sessions, teacher-written narratives describing classroom math lessons, and discussions.
Another component of the program involves opportunities for participants to become familiar with resources they can draw on in their mathematics teaching. The program includes activities focused on teaching strategies such as asking higher-level questions and designing math activities which incorporate more opportunities for student exploration. In addition, sessions will also provide the means for participants to become familiar with several of the more recently published "Standards-based" curriculum such as Investigations, Everyday Mathematics, The Connected Mathematics Program, and The Interactive Mathematics Program.
The SummerMath for Teachers Program (SMT) is looking forward to its twenty-sixth successful summer. In the past, teachers have come from over 30 states, Puerto Rico, Guam, and several foreign countries. They have consistently given the program extremely high marks on the end-of-the-program evaluation.
Each year participants leave the program with renewed enthusiasm for teaching. Consider these comments from past participants:
. . . as learners we were valued, no matter what our background knowledge. Because I felt valued, I was able to freely participate in and take ownership of my own learning. Thus I moved to a new level of understanding.
By developing my own math concepts and deepening my own understanding behind formulas and theories, I have a better sense of how math learning occurs in children and the value of making meaning of something for yourself.
The math and science knowledge that I gained are as valuable as the improved teaching skills.
Our activities and assignments helped me to see learning from the learner's perspective--how learning is reorganizing information so that it makes sense to the learner and how learning is helped by interaction with our peers and with concrete materials. I have been challenged to re-evaluate my teaching practices in light of these considerations.
I will take my experiences as a learner here and try to provide the same type of atmosphere in my classroom . . . the hands-on experiences, the revisiting of activities, time that is necessary for children to discover and explore.
Throughout the two weeks, reflection on one's own learning is constantly encouraged. Discussion time is valued, as is the tremendous expertise that you, as teachers, bring. The informal conversations and the development of collegial relationships and new friendships can be as valuable as the formal program.
Meals and lodging are provided in facilities on the beautiful campus of Mount Holyoke College. The Kendall Sports Complex, tennis courts, running paths, library, greenhouse, art museum, and campus store are available to SummerMath for Teachers participants.
If you need further information or an application, please write or call
SummerMath for Teachers
Mount Holyoke College
South Hadley, MA 01075
(413) 538-2063
You can also reach us on Email at
SMT-DMIinfo@mtholyoke.edu