Overview

The Secondary Lenses on Learning professional development materials were designed to support the efforts of site-based mathematics improvement teams of mathematics leaders to advance middle and high school students' mathematics achievement. Participants in the Secondary Lenses on Learning program will expand their understanding of the mathematical knowledge and dispositions that students need to be mathematically literate in today's world and the learning opportunities that need to be created to make significant mathematics accessible to all students. The Secondary Lenses on Learning Participant Book features detailed notes for each of the six sessions, corresponding readings, handouts, and assignments. Over the course of the Secondary Lenses on Learning sessions, participants will: - Explore concepts in middle and high school algebra - Discuss readings that illuminate the issues in each session - Reflect on filmed material and written cases - Examine various leadership tasks and responsibilities that contribute to an effective mathematics program Multiple copies of the participant books are available separately to accommodate your group's specific needs. For the facilitator, the Secondary Lenses on Learning comprehensive package includes one participant book, one facilitator's guide, and an accompanying DVD with segments that correlate to individual sessions.

Full Product Details

Author:   Catherine Miles Grant ,  Valerie L. Mills ,  Mary Bouck ,  Ellen Davidson
Publisher:   SAGE Publications Inc
Imprint:   Corwin Press Inc
Dimensions:   Width: 21.50cm , Height: 2.30cm , Length: 27.90cm
Weight:   0.960kg
ISBN:  

9781412972802

ISBN 10:   1412972809
Pages:   424
Publication Date:   17 September 2009
Recommended Age:   0 years
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   Out of stock  

Table of Contents

Foreword - Virginia C. Stimpson Acknowledgements About the Authors Part I. Useful Tools Secondary Lenses on Learning Observation and Reflection Guide for a Mathematics Lesson Levels of the Math-Talk Learning Community: Action Trajectories for Teacher and Student Task Analysis Guide Part II. Session Introductions and Readings Session 1. What Does It Mean to Know Algebra? (Content) Readings and Focus Questions to Prepare for Session 1 (Two Homework Readings) Session 2. What Does High-Quality Instruction Look Like? (Instruction) Readings and Focus Questions to Prepare for Session 2 (Two Homework Readings) In-Session Readings for Session 2 Session 3. How Can Assessment Support Learning and Instruction? (Formative Assessment) Readings and Focus Questions to Prepare for Session 3 (Two Homework Readings) Session 4. How Can We Hold High Expectations and Provide Strong Support for All Students? (Equitable Practices) Readings and Focus Questions to Prepare for Session 4 (Readings 4.1 and 4.2 for All Participants and Readings 4.3, 4.4, and 4.5 to Be Divided Among Building Team Members) Session 5. How Can Professional Development Enable Teachers to Improve Student Achievement? (Practice-Based Professional Development) Readings and Focus Questions to Prepare for Session 5 (Three Homework Readings) In-Session Readings for Session 5 Reading Option for DATA Assignment Following Session 5 Session 6. How Can School Leaders Advance Their Mathematics Program Toward Success for All? (Mathematics Improvement Process) Reading and Focus Questions to Prepare for Session 6 (One Homework Reading) Part III. Team DATA Assignments (Data As a Tool for Assessing the Mathematics Program) Team DATA to Collect Between Session 1 (Content) and 2 (Instruction) Part A: Overview of DATA Assignments Between Sessions 1 and 2 Part B: Templates for Data Collection Part C: Whole Team Reflection Team DATA to Collect Between Session 2 (Instruction) and Session 3 (Formative Assessment) Part A: Overview of DATA Assignments Between Sessions 2 and 3 Part B: Templates for Data Collection Part C: Whole Team Reflection Team DATA to Collect Between Session 3 (Formative Assessment) and Session 4 (Equitable Practices) Part A: Overview of DATA Assignments Between Sessions 3 and 4 Part B: Templates for Data Collection Part C: Whole Team Reflection Team DATA to Collect Between Session 4 (Equitable Practices) and Session 5 (Practice-Based Professional Development) Part A: Overview of DATA Assignments Between Sessions 4 and 5 Part B: Templates for Data Collection Part C: Whole Team Reflection Team DATA to Collect Between Session 5 (Practice-Based Professional Development) and Session 6 (Mathematics Improvement Process) Part A: Overview of DATA Assignments Between Sessions 5 and 6 Part B: Templates for Data Collection Part C: Whole Team Reflection Areas to Pursue: Composite List A Few Final Thoughts

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Author Information

Steven R. Benson is an Associate Professor of Mathematics at Lesley University in Cambridge, Massachusetts, where he teaches a variety of mathematics content courses for traditional undergraduate students and in-service mathematics teachers. Before joining the Lesley faculty, Dr. Benson was a Research Scientist at Education Development Center, Inc., where he was involved in a wide variety of projects, most of which involved the development of curricula for mathematics students and teachers. He has also facilitated preservice and in-service teacher professional development workshops across the U.S. and internationally (including serving as consultant to the Ministry of Education in Azerbaijan), directed a research project investigating the genesis and development of mathematical talent in Mathematical Olympians, and edited the problem calendar section of the Mathematics Teacher journal published by the National Council of Teachers of Mathematics. Prior to joining the EDC staff in June 2000, he held mathematics faculty positions at St. Olaf College, Santa Clara University, University of New Hampshire, and University of Wisconsin-Oshkosh, and is currently a co-director of the Master of Science for Teachers program at the University of New Hampshire. He received his PhD from the University of Illinois, working under the direction of Leon McCulloh in algebraic number theory.

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