# Difference between revisions of "General Information about Teaching Science and Math for Understanding courses"

Guangji Yuan (talk | contribs) |
(script converts hard links to wiki links) |
||

(34 intermediate revisions by 2 users not shown) | |||

Line 142: | Line 142: | ||

− | '''Title''': [ | + | '''Title''': [[User:Hailey_Elise_Pozniak|Customary and Metric Units of Measurement]] |

'''Author''': Hailey Pozniak | '''Author''': Hailey Pozniak | ||

Line 337: | Line 337: | ||

'''Tag(s):''' Number, Teaching | '''Tag(s):''' Number, Teaching | ||

− | '''Title:''' | + | |

+ | '''Title:''' [[Factoring Quadratics Using Lattice Multiplication]] | ||

'''Author''': Hannah Bischoff | '''Author''': Hannah Bischoff | ||

Line 346: | Line 347: | ||

'''Tag(s)''': Factoring Quadratics, Lattice Multiplication, Math | '''Tag(s)''': Factoring Quadratics, Lattice Multiplication, Math | ||

+ | |||

+ | |||

+ | |||

+ | '''Title:''' [[Case Study: Word Problems in Mathematics]] | ||

+ | |||

+ | '''Author''': Devan Godfrey | ||

+ | |||

+ | '''Abstract:''' This case study shows how various strategies can expand our students' understanding of word problems and the use of math concepts. | ||

+ | |||

+ | '''Course Objective:''' After completing this course, the learner will be able to: Utilize teaching strategies to create motivation and learning objectives for a problem solving lesson. Differentiate various student strategies to create effective lesson activities and evaluation. Assemble a problem solving lesson by utilizing strategies they learned in the course. | ||

+ | |||

+ | '''Tag(s)''': Mathematics | ||

+ | |||

+ | |||

+ | |||

+ | '''Title''': [[Technology Supported Collaborative Learning]] | ||

+ | |||

+ | '''Author''': Ryan Alescio | ||

+ | |||

+ | '''Abstract''': This course will help teachers understand the components of collaborative learning, the benefits of using collaborative learning activities within the classroom, and the issues that could arise from the activities. The learners will also gain information on the use of technology within the classroom and how to properly select technology to support learning. Finally, the learners will get a chance to create their own lesson using technology and collaborative learning | ||

+ | |||

+ | '''Course Objective''': By completing this course you will be able to understand the the benefits and | ||

+ | issues of technology supported collaborative learning. You will be able to use this information to design, implement, and reflect on collaborative learning activities created. The goal is to give you confidence in using technology and collaborative learning in your classrooms, and that productive learning does take place in that environment. | ||

+ | |||

+ | '''Tag(s'''): Collaborative Learning, Technology, Classroom | ||

+ | |||

+ | |||

+ | |||

+ | |||

+ | |||

+ | |||

+ | '''Title''': [[Making Connections in the Geometry Classroom]] | ||

+ | |||

+ | '''Author''': Kristen Savastano | ||

+ | |||

+ | '''Abstract''': Often times in mathematics textbooks, geometry concepts are introduced as disconnected processes with no relationship. When in fact, all geometrical concepts are built from a foundation of a few key concepts. This course seeks to explain the need for teaching geometry in a connected, holistic fashion. It also exposes connections between key, base concepts to advanced topics in geometry. When an educator is designing a geometry lesson and teaching new material, a connection is made to knowledge the students previously know. Participants of this course will have an opportunity develop lesson plans based on this principle of connection. | ||

+ | |||

+ | '''Course Objective''': The participant will be able to understand the effectiveness of teaching geometrical concepts in a integrated, hollistic fashion, in order to promote a deep understanding in their students. Participants will be able to identify connections between advanced geometry concepts with foundations of the discipline. Participants will be able to create three lessons that connect fundamental geometrical concepts, points, lines, planes, circles, dilation, and isometric transformations to other geometrical concepts. | ||

+ | |||

+ | '''Tag(s)''': Math, Geometry Classroom, Connection. | ||

+ | |||

+ | |||

+ | |||

+ | '''Title''': [[Integrating Geometer's SketchPad into Mathematics Curriculum]] | ||

+ | |||

+ | '''Author''': Celeste Sisson | ||

+ | |||

+ | '''Abstract''': Geometer's SketchPad is an interactive geometry software program. It can be used to explore areas of mathematics that include but not limited to Euclidean geometry, algebra, and calculus. | ||

+ | |||

+ | '''Course Objective''': Participants will be able to identify the advantages of using Geometer's SketchPad in their classroom. Participants will be able to navigate Geometer's SketchPad and Identify the tools incorporated in the program. Participants will be able to supplement/create current mathematics lesson with Geometer's SketchPad. | ||

+ | |||

+ | '''Tag(s)''' : SketchPad, Mathematics, Classroom. | ||

+ | |||

+ | |||

+ | '''Title''': [[Integrating Student Response Systems in Mathematics Instruction]] | ||

+ | |||

+ | '''Author''': Katie Matthews | ||

+ | |||

+ | '''Abstract''': In this course, you will learn about student response systems, or clickers, an instructional technology which offers the instructor a powerful tool for evaluating student understanding and increasing student engagement. Not only will you learn about the basic capabilities, uses, and benefits of student response systems in instruction, but you will design a mathematics lesson following principles of effective question design and best practices for using a student response system in instruction. | ||

+ | |||

+ | '''Course Objective''': . The participant will state the capabilities and uses of a student response system to enhance student engagement by composing a journal-style reflection and incorporating outside sources. The participant will evaluate the benefits of incorporating student response systems in mathematics instruction by composing a journal-style reflection and incorporating outside sources. Given a student response system and computer software, the participant will demonstrate use of the system by creating an assessment program using the appropriate design tools and interpreting results from a trial run. | ||

+ | |||

+ | '''Tag(s)''' : Student Response, Mathematics. | ||

+ | |||

+ | |||

+ | '''Title''': [[Making Math Real]] | ||

+ | |||

+ | '''Author''': Emily Vance-Curzan | ||

+ | |||

+ | '''Abstract''': This course will help middle and high school math teachers make their content real to their students. This course will explain why making math realistic is important in the high school classroom and develop strategies to incorporate Problem-Based or authentic learning in a math classroom. | ||

+ | |||

+ | '''Course Objective''': Through readings and videos learners will identify the differences between authentic tasks and traditional tasks by reflecting on their own practices. Also, learners will be able to state the key elements of Problem Based Learning in a mathematics classroom. By the end, learners will be able to generate a lesson plan which is aligned to the Common Core Standards. | ||

+ | |||

+ | '''Tag(s)''': Mathematics, middle school, high school, classroom, problem-based learning, strategies, Common Core Standards | ||

+ | |||

+ | |||

+ | '''Title''': [[Using Writing to Assess Students' Problem-Solving and Critical Thinking Skills in Mathematics]] | ||

+ | |||

+ | '''Author''': Shelli Casler-Failing | ||

+ | |||

+ | '''Abstract''': The intent of this course is for Mathematics educators to learn how regular writing, incorporated into the mathematics curricula, will improve students’ critical thinking, problem-solving, and metacognitive skills while simultaneously creating students capable of providing written explanations of solutions to mathematics problem. | ||

+ | |||

+ | '''Course Objective''': Learner will prove their understanding of how writing in mathematics utilizes metacognitive and critical thinking skills to portray student understanding by analyzing student examples. As well, learner will choose to accept writing as part of curriculum by designing lessons utilizing various writing aspects. And, learner will be able to apply new knowledge and understanding by generating mathematical questions to assess students’ metacognitive and critical thinking skills through writing. Also, learner will be able to classify students’ written work by categorizing writing reflective of metacognitive and/or critical thinking skills. | ||

+ | |||

+ | '''Tag(s)''': writing, assess, problem-solving, critical thinking, Mathematics, metacognitive, analysis, understanding | ||

+ | |||

+ | |||

+ | |||

+ | |||

+ | |||

+ | '''Title''':[[Alex_Perry|Project based learning Trigonometry]] | ||

+ | |||

+ | '''Author''': Alex Perry | ||

+ | |||

+ | '''Abstract''': Give brief lecture covering the basic concepts of trigonometric ratios ( sine, cosine, tangent). Provided will be a guided notes page where students fill in blank sections of their worksheets. This approach will allow students to follow along with the lesson as well as maintain focus, rather than having them rush to copy down notes and miss out on the explanations of the notes. | ||

+ | |||

+ | '''Course Objective''': Students will develop a basic understanding of trigonometric ratios. Student ideas and class discussion will provide methods of measuring large distances | ||

+ | |||

+ | '''Tag(s)''': Math, Project based learning, Trigonometry | ||

+ | |||

+ | |||

+ | |||

+ | |||

+ | '''Title''':[[Effective_Close_Reads_in_a_Math_7_Classroom|Effective Close Reads in a Math ]] | ||

+ | |||

+ | '''Author''': Derek Richards | ||

+ | |||

+ | '''Abstract''': N/S | ||

+ | |||

+ | '''Course Objective''': This 3 day mini-course workshop will guide teachers through the steps to creating an effective close reading activity for their Math 7 students. They will learn how to select a text, create evidence-based questions and conduct a close reading activity in their classrooms. Participants will be able to: 1.Understand the importance of a close read. 2.Select a text/problem for a close read. 3.Develop evidence based questions for the close read. 4.Conduct a close read in their classroom. 5.Provide effective peer review on setting up a close read in their classroom. | ||

+ | |||

+ | '''Tag(s)''': Math | ||

+ | |||

+ | |||

+ | |||

+ | |||

+ | '''Title''': [[The_MOON_Project-_Homepage|The MOON Project- Using Websites to Teach Science]] | ||

+ | |||

+ | '''Author''': Kristine Fleckenstein | ||

+ | |||

+ | '''Abstract''': The World MOON project provides a means for students to make observations of the phases of the moon and compare it with observations of their peers. It is both a collaborative and project-based inquiry learning experience for students to learn a critical concept in astronomy. With this, students are able to integrate scientific concepts along with cultural concepts by interacting with students around the world through the World MOON Project Website. This mini-course is designed to help teachers include this project in their lessons in astronomy. It best suits the needs of grades 5-8 instruction, but it could also be incorporated into high school or middle school earth science classes. | ||

+ | |||

+ | '''Course Objective''': | ||

+ | Given links and the online teacher manual, the learner will use the website The World MOON Project to teach the phases of the moon to their class. Given The World MOON Project website, the learner will apply project-based learning environment to teach the phases of the moon to their class. Given the project-based learning environment of The MOON Project, the learner will be able to assist their students in collaborative scientific environments to develop critical thinking skills necessary for a 21st century learning environment. Given The World MOON Project, the learner will be able to assess their students' understanding of the phases of the moon by interpreting their responses to online and in-class discussions and written observations of the phases of the moon. | ||

+ | |||

+ | '''Tag(s)''': The MOON Project, Astronomy | ||

+ | |||

+ | |||

+ | |||

+ | |||

+ | '''Title''':[[Strategies_for_Setting_Up_and_Solving_Linear_Word_Problems|Strategies for Setting Up and Solving Linear Word Problems]] | ||

+ | |||

+ | '''Author''': Missy Dennis | ||

+ | |||

+ | '''Abstract''': With the change to Common Core in mathematics instruction, learners need to be able to solve word problems. This skill will be used not only throughout high school but also in college and the work force. More attention is being placed upon workers being able to solve problems in their jobs and this is why it is so important that learners have this important skill of solving word problems. | ||

+ | |||

+ | '''Course Objective''': With the incorporation of Common Core in the mathematics curriculum, learners are expected to be able to think deeply and apply knowledge. Many learners struggle with word problems because they do not know how to translate english words to math words. Learners must know how to translate an English word to a math word. In math, words have their own meanings which do not mean the same as they do in the English language. Also According to Richardson, Sherman, and Yard (2009) the most common issue students have is not being able to identify what the problem is asking them to find. Learners must learn strategies that will help them in determining what the question is asking the learner to find. | ||

+ | |||

+ | '''Tag(s)''': Magmatic | ||

+ | |||

+ | |||

+ | |||

+ | |||

+ | '''Title''': [[Genni_Brzezinski| Promoting Problem Solving in the Math Classroom]] | ||

+ | |||

+ | '''Author''': Genni Brzezinski | ||

+ | |||

+ | '''Abstract''': Imagine sitting in a sixth grade mathematics classroom with thirty two other students. Each day, you follow the same routine. Each class is dominated by teacher instruction. When you are asked to solve a problem, you are only able to solve the problem using the same method that the teacher demonstrated. Where is the student engagement, the motivation to learn, and most importantly, the creativity? In order for students to be engaged and to be able to reach a deep level of understanding, they should be encouraged to use various strategies to find solutions. With the implementation of the common core standards, students are encouraged to use different approaches to solve real-life problems. This practice will not only engage learners of different abilities, but also help them in their future schooling and careers. | ||

+ | |||

+ | '''Course Objective''': | ||

+ | By the end of this course, you should be able to: Describe the need for students to become better problem solvers and to be able to solve problems in more than one way. Identify Common Core Standards for Mathematical Practices in videos of middle school exemplary lessons. Recognize and describe different problem solving methods and understand how they can be applied to solve real-life problems. Apply different problem solving strategies to meet the needs of diverse learners (Howard Gardner’s Theory of Multiple Intelligences). Analyze different student work samples to see how students use different problem solving strategies of their interest to solve a common real-life task. | ||

+ | |||

+ | '''Tag(s)''': Mathematic | ||

+ | |||

+ | |||

+ | |||

+ | |||

+ | |||

+ | '''Title''': [[Unit_1:|Fostering Scientific Literacy]] | ||

+ | |||

+ | '''Author''': Elizabeth D. | ||

+ | |||

+ | '''Abstract''': Science literacy is important for any citizen to decipher between what is pseudoscience and actual science; to make informed decisions on scientific policy; and to make informed personal decisions impacted by science. It is vital that a comprehensive science education involves allowing the learner to be literate in science. | ||

+ | |||

+ | '''Course Objective''': N/S | ||

+ | |||

+ | '''Tag(s):''' Scientific Literacy | ||

+ | |||

+ | |||

+ | |||

+ | |||

+ | |||

+ | '''Title''': [[Integrating_Literacy_Strategies_in_the_Science_Classroom|Integrating Literacy Strategies in the Science Classroom]] | ||

+ | |||

+ | '''Author''': Chaunna Steen | ||

+ | |||

+ | '''Abstract''': This course will help instructors understand the importance of literacy in the science classroom. It will include 8 example literacy strategies as well as suggested ways to use them for lessons. Before you start please take a few moments to jot down your thoughts on literacy and why it is needed in more than just the English classroom. Additionally brainstorm three ideas of how to incorporate this into you current classroom. | ||

+ | |||

+ | '''Course Objective''': Provided with literature to read and written questions learners will state three benefits of using literacy strategies in the science classroom by compiling a written list. Given sample literacy strategies the learners will demonstrate the use of 4 literacy strategies by completing the examples provided from each lesson. When given 8 example literacy strategies the learners will generate one science lesson using at least 2 literacy strategies presented in the mini-course. | ||

+ | |||

+ | '''Tag(s):''' Literacy Strategies, Science. | ||

+ | |||

+ | |||

+ | |||

+ | '''Title''': [[The_Flipped_Math_Classroom|The Flipped Math Classroom ]] | ||

+ | |||

+ | '''Author''': Lauren Steers | ||

+ | |||

+ | '''Abstract''': Do your students get frustrated while doing homework? Do you get frustrated when you assign homework and students cannot complete it because they don’t know how? Perhaps, a flipped classroom approach may be effective for your students. Throughout this course, we will explore what a flipped classroom is, what strategies are used in a flipped math classroom, how some teachers approach flipped math classrooms, and you will try out a flipped classroom approach with your own students. | ||

+ | |||

+ | '''Course Objective''': Given various readings and videos, learners will be able to identify flipped classroom techniques/strategies.Given various examples of flipped mathematics classrooms, learners will select and analyze 2 flipped classrooms. Given a graphic organizer, learners will evaluate the strengths and weaknesses of the strategies used in each flipped classroom. | ||

+ | |||

+ | '''Tag(s)''': Flipped Classroom, Math. | ||

+ | |||

+ | |||

+ | |||

+ | |||

+ | Title: [[Kelli_Zydel_portfolio|Studying for Math]] | ||

+ | |||

+ | Author: Kelli Zydel | ||

+ | |||

+ | Abstract: Many times, students have a hard time studying for math. The purpose of this course is to equip teachers with a variety of resources that they can both utilize themselves and show their students so that the students are able to easily study. By the end of this class, students will learn cognitive strategies about creating worksheets, where to find videos and tutorials, and making and playing interactive games. | ||

+ | |||

+ | Course Objective: By the end of this mini-course students will be able to: 1. Locate valuable resources that will help their students study math and discuss what they found with their classmates. 2. Create worksheets, games, or videos that will benefit their students and demonstrate this ability by completing a final project. 3. Evaluate which resources will work best in their own classroom for their students. 4. Utilize these resources in their classroom. | ||

+ | |||

+ | Tag(s): Math, Games, Video Tutorials | ||

+ | |||

+ | |||

+ | |||

+ | |||

+ | |||

+ | '''Title''': [[User:Shauna_Caroselli|Incorporate technology in Math]] | ||

+ | |||

+ | '''Author''': Shauna Caroselli | ||

+ | |||

+ | '''Abstract''': Media in Math offers details into incorporating graphics, audio, and video into your math class. | ||

+ | |||

+ | '''Course Objective''':NA | ||

+ | |||

+ | ''' Tag(s)''': Media, Math, Integrate Technology | ||

+ | |||

+ | |||

+ | '''Title''': [[Making_Math_Accessible|Making Math Accessible ]] | ||

+ | |||

+ | '''Author''': Will Adamczak | ||

+ | |||

+ | '''Abstract''': NA | ||

+ | |||

+ | '''Course Objective''': By the end of this mini-course you will be able to will be able to: 1,Identify potential barriers to students learning mathematics and common difficulties encountered by students.2 Select strategies to minimize those barriers. 3,Select and apply appropriate motivational strategies. | ||

+ | |||

+ | '''Tag(s)''': Math | ||

+ | |||

+ | |||

+ | |||

+ | '''Title''': [[Incorporating_Visualization_Tools_in_the_Science_Classroom|Incorporating Visualization Tools in the Science Classroom]] | ||

+ | |||

+ | '''Author''': Bobbi Scirbona | ||

+ | |||

+ | '''Abstract:''' Science classes such as chemistry, biology, and physics are often difficult subjects for many students because they require students to visualize what they cannot see. For example, it can be difficult for students to make connections between what is happening on the microscopic and macroscopic levels or to envision the behaviors of sound and light waves. Finding the right tools to aid students in visualizing the behavior of molecules, atoms, and subatomic particles is crucial to helping them understand important concepts in science. This can often be a challenging endeavor for teachers. The purpose of this mini-course is to expose teachers to the various types of models, computer simulations, and software programs available and to learn how they can be used most effectively in their science classroom. | ||

+ | |||

+ | '''Course Objective''': Participants will incorporate visualization tools in the development of effective classroom activities in order to promote deeper student understanding of scientific principles | ||

+ | |||

+ | '''Tag(s)''': Science classes; Visualization Tools. | ||

+ | |||

+ | |||

+ | |||

+ | '''Title''':[[Using_Visualizations_to_Teach_Mathematics_with_Understanding_(Spring_2015_Mini-Course)|Using Visualizations to Teach Mathematics with Understanding]] | ||

+ | |||

+ | '''Author''': Melissa Connor | ||

+ | |||

+ | '''Abstract:''' This course will focus on how teachers can use and create visualizations to teach mathematics with understanding. Creating meaningful visualizations can enhance learning in the classroom by helping students conceptualize the big ideas of our lessons. When we use visualizations in the classroom, our students begin to develop their own visualization skills to help them solve problems. These skills can help our students become active and effective learners | ||

+ | |||

+ | '''Course Objective''': learners will: Conceptualize the idea of teaching and learning with understanding; Identify what visualizations are; Identify characteristics of meaningful and effective visualizations; Develop skills to create visualizations. | ||

+ | |||

+ | '''Tag(s)''': Visualization; Mathematics | ||

+ | |||

+ | |||

+ | |||

+ | '''Title''': [[Strategies_for_Helping_Students_Solve_Mathematical_Word_Problems|Strategies for Helping Students Solve Mathematical Word Problems]] | ||

+ | |||

+ | '''Author''': Katie Sheehan | ||

+ | |||

+ | '''Abstract''': The purpose of this topic is for participants to learn various strategies in order to help their students solve word problems in mathematics. Each unit will cover a different strategy that can be used in the participants' classroom. The units are designed to be engaging and learner-cetntered. Units will begin with an overview of the strategy that will be discussed, as well as target learning outcomes that will be met by the end of the unit. An essential part of each unit will be discussing scientific research based articles. Participants will be required to discuss ideals, concepts, practices, and strategies that they gained from the readings. Upon completion of the units, participants will examine which strategy they like and try at least one of these practices in their own classrooms. | ||

+ | |||

+ | '''Course Objective''': Learners will be able to: Identify challenges and/or misconceptions that students may face when solving a word problem; Identify useful and assistive strategies to help students solve mathematical word problems; Create a schema to help students solve word problems; Apply the skills when modeling the problem solving process; Integrate the usage of these strategies in classroom practices. | ||

+ | |||

+ | '''Tag(s)''': mathematics | ||

+ | |||

+ | |||

+ | |||

+ | |||

+ | '''Title''': [[Kimberly_Brooks|Problem Solving Strategies in a Math Classroom]] | ||

+ | |||

+ | '''Author''': Kimberly Brooks | ||

+ | |||

+ | '''Abstract''': The purpose of this course is for participants to be able to learn ways to incorporate problem solvng strategies into their classroom. This will help students by showing them ways to not only solve problems in math class but also outside of the classroom in the real world. The units will cover the importance of teaching problem solving strategies, the benefits of problem solving strategies in the classroom, and examples of effective problem solving strategies and how to implement them. Participants will learn various strategies in order to help their students solve word problems in mathematics. Each unit will cover a different strategy that can be used in the participants' classroom. The units will contain an overview, learning outcomes, a mini-lecture, and a concluding activity. Learners will be asked to participate in discussions with peers about the topics and concepts that are covered as well as to submit an authentic assessment at the end of the course | ||

+ | |||

+ | '''Course Objective''': The Learners will be able to Identify strategies used to teach problem solving skills; Identify how problem solving is used in a mathematics classroom; Defend the usefulness of problem solving skills;Explain how problem solving skills can teach students to be more critical thinkers | ||

+ | |||

+ | '''Tag(s)''': Problem Solving Strategies; Math |

## Latest revision as of 14:39, 15 August 2019

**Title**: Problem-Based Learning in Math

**Author**: Joanne Contreni

**Abstract**: This mini-course is designed to inform educators about Problem-Based Learning, PBL, with a focus on its uses in Mathematics.

**Course Objective**: Participant will understand Problem-Based Learning, recognize components necessary to facilitate Problem-Based Learning and understand uses of Problem-Based Learning in Mathematics.

**Tag(s)**: PBL, math teaching

**Title**: Making Math Problematic

**Author**: Serafina Chinappi

**Abstract**: "When will I ever use this?" is a question that many math teachers hear on a regular basis. Why do students have such a problem connecting mathematics to their own lives? Furthermore, why are students asking the question in the first place? Perhaps it is because of the traditional approach to mathematics that many teachers use: (1) introduce concept, (2) define key terms, (3) work out examples, (4) practice. This course seeks to engage teachers into adding additional approaches to their repertoire, more specifically authentic problem-based learning (PBL) activities. Participants will explore first the need for change in the mathematics classroom, then the general procedures of PBL, moving on to exploring authentic tasks, and finally assessment in PBL.

**Course Objective**: 1, Given a variety of tasks, participants will be able to determine if tasks are problematic in nature and furthermore which are authentically problematic. 2, Given a variety of mathematical standards, participants will be able to generate a variety of authentic problem-based learning tasks. 3, Given a problematic task, participants will be able to determine and design effective assessment procedures.

**Tag(s)**: PBL, authentic learning tasks, effective assessment

**Title**: Teaching Mathematics for Understanding

**Author**: Jenna Tyler

**Abstract**: This course will be broken up into units that will explore the process of developing a curriculum encouraging true understanding of mathematical concepts. The content of this course will include defining teaching for understanding, differentiating between "knowledge" and "understanding," exploring the basis of deep understanding, the importance of the Common Core Standards, and effective teaching strategies raising the intellectual level of mathematics students. The units will include activities such as, reviewing articles, sample activies, and reflection of the content.

**Course Objective**: Students will be able to 1, discriminate between "knowledge" and "understanding"; 2, identify and connect generative topics in the NYS Mathematics and Common Core Standards to teaching for understanding; 3, develop effective strategies to foster student deep understanding when presented with a classroom scenario; 4, execute a complete lesson plan to demonstrate understanding of effective teaching strategies.

**Tag(S)**: mathematical concepts, understanding

**Title**: Teaching for Conceptual Change

**Author**: Scott Beiter

**Abstract**: The course begins with an overview of what misconceptions are and then how to elicit misconceptions from students. Participants in this course will next focus on how to change misconceptions through adapting units to the 7E instructional model.

**Course Objective**: By the end of the course participants will be able to identify misconceptions and then encourage conceptual change of that misconception via the 7E instructional model.

**Tag(s)**: conceptual change, misconceptions, 7E instructional model

**Title**: Learning Communities and using visual information to teach mathematics

**Author**: Maria-Teresa Ferrer-Mico

**Abstract**: The Jasper Series consist in 12 videos that present adventures that focus on mathematical problem solving. Each adventure provides opportunities for problem solving, reasoning and communication of the results.

**Course Objective**: After this course the user will be able to use the "Jasper Woodbury Math video series" in class as a tool to teach critical thinking, statistics, geometry and algebra.

**Tag(s)**: visual information, math teaching, learning communities, problem solving

**Title**: Models: an Instructional Tool

**Author**: Jamie J Woodcock

**Abstract**: Throughout this mini-course you will learn about models and how they can be implemented into your classroom quickly and easily to help students like Johnny.

**Course Objective**: Upon completion of this course learners will be able to explain/characterize by writing a definition and giving examples of models as a teaching/instructional tool, identify the benefits of implementing models, generate and execute an effective instructional model that may be implemented in the particpants classroom.

**Tag(s)**: Models, instructional tool

**Title**: Portfolio for Models: A Case Study for Instructional Tools

**Author**: Christine Podgorski

**Abstract**: This case study provides students with an opportunity to use models in the mathematics classroom. Students in middle school mathematics will learn to use these models as representations for mathematical concepts.

**Course Objective**: Students will be able to use models as representations to solve addition, subtraction, and multiplication problems, describe how and why the rules of integers work and use mental mathematics to solve integer problems.

**Tag(s)**: case study, model, math teaching, integer problems

**Title**: Case Study of Models in Math Instruction

**Author**: J. McCarthy

**Abstract**: It is a lesson of learning linear equations in two steps which follows the unit on solving one-step equations and inequalities, in addition to two-step equations, basic operations with positive and negative integers are included in this unit. By the end of the unit, two-step equation examples with negative integers can be used.

**Course Objective**: 1, Students will identify inverse operations as part of the equation solving process; 2, Students will correctly solve linear equations in two steps.

**Tag(s)**: Linear Equations

**Title**: Get Wise about WISE

**Author**: Kasey Van kleeck

**Abstract**: The purpose of the course is to identify and explore inquiry based learning, specifically how it is used in an online science environment called WISE (Web-based Inquiry Environment), and find out how it provides a Web-based inquiry learning environment in Science.

**Course Objective**: By the end of this course participants are expected to become more familiar with the internal structure of WISE, how it is an effective way to teach science, and discover how to implement it within your classrooms as effectively as you can.

**Tag(s)**: WISE, science learning and teaching

**Title**: Motivating the Mathematics Student

**Author**: Augustine Fucci

**Abstract**: This course focuses on one main aspect of John Kellers ARCS Model of Motivational Design, Relevance.

**Course Objective**: After completing this mini-course, you will have a better understanding of the implications of real world problems and student interests and how they can be combined to create motivating lesson plans.

**Tag(s)**: motivational design, relevance, math learning

**Title**: Communication in Math Classrooms

**Author**: Daniel P. Mahoney

**Abstract**: This course is broken up into three different lessons. The first is discovering reading in a math classroom. From that you will learn about the importance of writing skills in a math classroom. Finally end with types of discussion that can occur in a math classroom.

**Course Objective**: When this mini-course is done you will be able to use three types of communication skills in your math classroom so that students are more engaging and are able to retain information better.

**Tag(s)**: math, classroom teaching, reading and writing, discussions

**Title**: Varying the Level of Inquiry in Science Lab Activities

**Author**: Lindsey Wilson

**Abstract**: The course will look at why inquiry based learning is beneficial for students and how it can take their understanding of science in labs a step further than traditional labs.

**Course Objective**: Learners will gain an understanding of what inquiry based learning is and begin to investigate why it can be beneficial in your classroom, identify the main components of inquiry learning in lab activities and how the level of inquiry can be varied based on the need of students and activity, integrate different levels of inquiry activities into their current lesson plans and also future lesson plans and reflect back upon the implementation of the varied level of inquiry activities and see strengths and weaknesses.

**Tag(s)**: science lab, inquiry based learning,

**Title**: Basic Number Properties

**Author**: Patricia Murphy

**Abstract**: This course presents basic number concepts by activating prior knowledge and promoting inquiry so that students can make the connection and familiarize themselves with these concepts to the point that they become part of their natural thinking process.

**Course Objective**: Students will grasp all the basic math properties and are able to apply them to an algebraic problem to use the applications of the properties to solve for the unknown value.

**Tag(s)**: math, number properties, inquiry

**Title**: Customary and Metric Units of Measurement

**Author**: Hailey Pozniak

**Abstract**: Each unit will be designed based on the unit of measurement that is being addressed (i.e. length, weight, capacity). Each unit will begin with an overview of that unit's learning objectives. It will also have an overview of the topic and the specific units of measurements that will be focused on in the unit. Audio/Video demonstrations will be used to illustrate procedures used to convert various units of measurement. Each unit will have activities that relate to memorizing, converting, and applying units of measurement. Students will also contribute to a writing assignment at the end of each unit. The instructional content of this mini course will include a variety of resources. To access this course, students will use MediaWiki. Java software will be to view demonstrations. The HotPotatoes software will be used to assess students through quizzes.

**Course Objective**: As a result of participating in this mini course, students will become more familiar with the various units of the customary and metric systems. Students will be able to convert each unit of measurement. They will also gain a deeper understanding of applying units of measurements to life experiences.

**Tag(s)**: length, weight, capacity, metric measurements

**Title**: Problematic Mathematics: PBL designed for the math classroom

**Author**: Kaitlyn King

**Abstract**: Problem-based learning (PBL) is the topic of this mini course and can be the answer to the initial problem (a negative attitude toward math subject) and can help motivate students in mathematics.

**Course Objective**: Participants will be able to understand Problem Based Learning (PBL) and its benefits, design problematic math tasks for students, identify and describe different methods of appropriate assessment and feedback in writing through discussions/journals.

**Tag(s)**: PBL in math

**Title**:Project-Based Learning in a 10th Grade Special Education Mathematics Classroom Steph Conklin's Portfolio Page

**Author**: Steph Conklin

**Abstract**: The goal of this project is to create a case study of a project-based learning in a 10th grade special education mathematics classroom.

**Course Objective**: Students will be able to 1) define key math concepts by showing that they can find these measures of central tendency when given a real-world set of data; 2) learn how to utilize excel to list data and then utilize excel to create scatter plot; 3) recognize patterns in scatter plots and will be able to identify if trends of data are positive, negative or have no correlation.

**Tag(s)**: PBL in math, 10th grade

**Title**: Quadratic Modeling with the TI-Nspire: An Instructional Case

**Author**: Joseph Pudlewski

**Abstract**: This mini-course explores the topic of parabolas and its subtopics. It will teach two forms of equations to solve parabolas problems. Students will also learn to use the TI-Nspire to analyze graphs and model the algebraic methods graphically.

**Course Objective**: Upon the completion of this course, students will be able to solve quadratic equation using the quadratic formula and by completing the square, state the value two forms of quadratic equations, and use the TI-Nspire to graph parabolas.

**Tag(s)**: quadratic modeling, parabolas, TI-Nspire.

**Title**: Problem-based Learning in Math through Technology

**Author**: Tara Akstull

**Abstract**: This mini-course is designed to facilitate secondary math instructors in using problem-based learning integrated with technology in their classrooms. This course informs, offers ideas for activities, provides opportunities for guided practice, and prepares instructors to implement a technology based PBL type of learning in their mathematics classrooms.

**Course Objective**: Students will 1) understand the PBL in mathematics through examining examples, strategies, and creating activities; 2) examine and learn about various technology tools that can be used in a mathematics classroom; 3) demonstrate an understanding of incorporating technology in math specific problem-based learning through activities.

**Tag(s)**: PBL, math, technology

**Title**: Design Project: Using Real World Data to Teach Statistics and Probability

**Author**: Matthew Fay

**Abstract**: This course will go beyond just the calculations and exploring what you know, or think you know, about statistics.

**Course Objective**: Students will be able to create Frequency Histogram and Stem and Leaf Diagram based on the data they collect, and have a good understanding of their advantages and disadvantages; students will be able to use Box and Whisker plots to represent data sets; students will be able to create scatterplot and calculate the correlation coefficient.

**Tag(s)**: statistics, data analysis

**Title**: Pythagorean Theorem

**Author**: Jamie Davis

**Abstract**: Students will learn the history of the mathematician, Pythagoras. After learning about the Greek culture, then will begin to see why the Pythagorean Theorem is important still today. Once the students have learned the history, they will begin to explore the Theorem, and see why does the theorem work, when is the theorem used. By the end of the course students will be able to create their own right triangles based on Pythagorean's theorem.

**Course Objective**: Through the participation in this interactive online course, students will be able to: 1, determine the importance of history in mathematics; 2, identify a right triangle; 3, solve for a missing side measurement of a right triangle.

**Tag(s)**: Pythagorean Theorem, triangle

**Title**: Welcome to the Graphs of Life

**Author**: Stephen Lyons

**Abstract**: This mini-course would occur in a 9th grade mathematics class after some basics of graphing have been learned such as how to graph points on Cartesian Coordinates. Students will find real graphs on the internet and explain the graphs. They will then collect their own data and make their own graphs, and conclude by describing the trend in their graphs and drawing a line of best fit.

**Course Objective**: Students will be able to graph functions, identify graphs that they see or create and describe the behavior of those graphs. This is useful in understanding what might happen to certain trends that are graphed (i.e. to predict future occurrences). It also helps in understanding how different variables relate, whether a trend remains constant or changes, and how fast changes occurs. Students will be able to understand graphs in real world contexts, both from outside sources and graphs of their own creation.

**Tag(s)**: data, graphs, linear, parabolic

**Title**: Word Problems in Mathematics: Teaching/Student Strategies to Comprehend Word Problems

**Author**: Victoria Keller

**Abstract**: Students will begin with an overview of the issue pertaining to word problems in the classroom. Students will share their prior knowledge and experiences of their experiences with this topic. In Unit 1 students will learn about teaching strategies. Information will be communicated through professional articles and videos. Students will develop the motivation and objectives in a problem solving lesson they will create by the end of this course. In Unit 2 students will learn about student strategies. Students will be be given various resources related to solving word problems. Teachers will utilize these strategies in their lesson to create the procedures and evaluation. As an evaluation students will complete their problem solving lesson and write a reflection on their observations during the lesson. Students will then complete a survey related to the course to share their thoughts on the course and provide suggestions.

**Course Objective**: After completing this course, the learner will be able to: 1. utilize teaching strategies to create a motivation and learning objective for a problem solving lesson; 2. differentiate various student strategies to create effective activities and evaluation; 3. assemble a problem solving lesson by utilizing strategies they learned in the course.

**Tag(s)**: word problems, problem solving, strategies

**Title**: Donna Joyner - Case Studies in Neurology

**Author**: Donna Joyner

**Abstract**: This mini course activity is offered to help student apply what they're learning in the first and second year of medical school in Neurology into a real world context. This involves looking at case studies of common neurological illnesses using small group collaboration.

**Course Objective**: At the end of this course, learners will: 1) demonstrate an understanding of a medical case study; 2) generate a SOAP note by collaborating with classmates; 3) demonstrate the ability to work on a cooperative team to navigate patient diagnoses through the activities of online discussions and the use of case studies to develop diagnoses using the SOAP note; 4) relate clinical issues in Neurology to learners' existing knowledge of the Neurological system.

**Tag(s)**: neurology, neurological illnesses

**Title**: Mini-course: Preparing Students for Success in Biochemistry and Chemical Bonding.

**Author**: Kimberly Barss

**Abstract**: Introduction to Biology of the Human Organism: Chapter 2
Course Objective: Upon the completion of this course, students will be able to 1) define several basic chemistry terms; 2) identify the structure of an atom and understand the definitions of its related parts; 3) understand the definition and significance of chemical bonds.

**Tag(s)**: Chemistry, atom, bond.

**Title**: Biology of HPV Mini Course

**Author**: Joe Walker

**Abstract**: This course is to educate people understand the fundamentals behind the Human Papilloma Virus (HPV) genetic makeup, infection, life cycle and oncoprotein function and transformation of human cells.

**Course Objective**: After completing this course, learners are able to (1) define the general composition attributes of HPV as it pertains to DNA structure, size, weight and shape, (2) list the 3 different coding regions of HPV DNA and describe the how they differ by identifying the viral proteins that each produces and when during the viral life cycle, and (3) list the 2 major oncoproteins and define/explain their functions/interactions as they relate to the disruption of the cell cycle and the cell cycle products.

**Tag(s)**: Human Papilloma Virus (HPV)

**Title**: Issues of Cloning

**Author**: Nicole Carey

**Abstract**: This course is all about Issues of Cloning. While going through this course you will learn about the process of cloning, the specific issues of economics, ethics and procedure that surround it, and you will have a chance to debate on whether cloning research should be continued or stopped completely. At the end of each unit there will be reflective questions on what has been presented to you during the unit.

**Course Objective**: After completing this course, Students who participate in this mini course will be able to describe the process of cloning verbally as well as pictorially, describe the ethical, economical and procedural issues that surround cloning, by referencing research that has been conducted, and take a stand on whether cloning research should be continued or not by using previous knowledge, learned knowledge and personal opinions.

**Tag(s)**: Issues of Cloning

**Title**: Addressing Misconceptions through Collaborative Learning: The Digestive System

**Author**: Christina Slojkowski

**Abstract**: This lesson is intended to introduce the anatomy and physiology of the digestive system.

**Course Objective**: After completing this lesson the learner will have a deeper understanding of what is actually happening as they are sitting down to breakfast, lunch , and dinner.

**Tag(s)**: collaborative learning

**Title: **Integrating Metacognitive Development in Mathematics Instruction

**Author:** Catherine Strattner

**Abstract:** This course will provide an introduction to the construct of metacognition and its value in the instruction of mathematics.

**Course Objective: **The ultimate learning objective for this mini-course is that teachers choose to incorporate metacognitive development in mathematics instruction by utilizing the knowledge and techniques in this course within the context of teachers’ professional teaching position.

**Tag(s):** Mathematics, instruction, metacognition,

**Title:** Mathematical Literacy: Teaching with, developing, and utilizing Math Journals

**Author: **Alex S. Berg,

**Abstract:** N/A

**Course Objective**: This course designed to enable learners to develop a rationale for the development of Mathematical Literacy.

**Tag(s):** mathematical literacy,

**Title**: Problem-Based Learning in a Mathematics Classroom

**Author**: Julia Manetta

**Abstract:** This mini-course is designed to provide mathematics educators with the basic key ideas behind problem-based learning to allow for the incorporation of problematic tasks into more classrooms. Course Objective: The learner will identify by naming the characteristics of Problem-Based Learning. The learner will state orally the need for Problem-Based Learning within the classroom. The learner will classify by writing the roles of the teacher and student in a Problem-Based Learning environment.

**Tag(s): ** Mathematics, Problem-Based Learning, Problematic Tasks.

**Title:**Developing Preschool Number Sense

**Author:** Linsey Bland

**Abstract:** N/A

**Course Objective: **Objective: Learners will reflect on their teaching or understanding of children's number sense by answering prerequisite questions in the form of writing or a self-designed diagram.

**Tag(s):** Number, Teaching

**Title:** Factoring Quadratics Using Lattice Multiplication

**Author**: Hannah Bischoff

**Abstract**: This course is specifically designed to help current teachers become accustomed to and use the new strategies of current elementary students in order to teach factoring quadratics. So often, students have struggled to "guess and check" the factors of the c term that add up to the b term. This strategy helps structure the student's thinking and uses a strategy that they are now using in order to solve two digit multiplication. Therefore, teachers will be introduced to this new method, called lattice multiplication, and how to use what the students are already comfortable with in order to factor different types of quadratics.

**Course Objective**: N/A

**Tag(s)**: Factoring Quadratics, Lattice Multiplication, Math

**Title:** Case Study: Word Problems in Mathematics

**Author**: Devan Godfrey

**Abstract:** This case study shows how various strategies can expand our students' understanding of word problems and the use of math concepts.

**Course Objective:** After completing this course, the learner will be able to: Utilize teaching strategies to create motivation and learning objectives for a problem solving lesson. Differentiate various student strategies to create effective lesson activities and evaluation. Assemble a problem solving lesson by utilizing strategies they learned in the course.

**Tag(s)**: Mathematics

**Title**: Technology Supported Collaborative Learning

**Author**: Ryan Alescio

**Abstract**: This course will help teachers understand the components of collaborative learning, the benefits of using collaborative learning activities within the classroom, and the issues that could arise from the activities. The learners will also gain information on the use of technology within the classroom and how to properly select technology to support learning. Finally, the learners will get a chance to create their own lesson using technology and collaborative learning

**Course Objective**: By completing this course you will be able to understand the the benefits and
issues of technology supported collaborative learning. You will be able to use this information to design, implement, and reflect on collaborative learning activities created. The goal is to give you confidence in using technology and collaborative learning in your classrooms, and that productive learning does take place in that environment.

**Tag(s**): Collaborative Learning, Technology, Classroom

**Title**: Making Connections in the Geometry Classroom

**Author**: Kristen Savastano

**Abstract**: Often times in mathematics textbooks, geometry concepts are introduced as disconnected processes with no relationship. When in fact, all geometrical concepts are built from a foundation of a few key concepts. This course seeks to explain the need for teaching geometry in a connected, holistic fashion. It also exposes connections between key, base concepts to advanced topics in geometry. When an educator is designing a geometry lesson and teaching new material, a connection is made to knowledge the students previously know. Participants of this course will have an opportunity develop lesson plans based on this principle of connection.

**Course Objective**: The participant will be able to understand the effectiveness of teaching geometrical concepts in a integrated, hollistic fashion, in order to promote a deep understanding in their students. Participants will be able to identify connections between advanced geometry concepts with foundations of the discipline. Participants will be able to create three lessons that connect fundamental geometrical concepts, points, lines, planes, circles, dilation, and isometric transformations to other geometrical concepts.

**Tag(s)**: Math, Geometry Classroom, Connection.

**Title**: Integrating Geometer's SketchPad into Mathematics Curriculum

**Author**: Celeste Sisson

**Abstract**: Geometer's SketchPad is an interactive geometry software program. It can be used to explore areas of mathematics that include but not limited to Euclidean geometry, algebra, and calculus.

**Course Objective**: Participants will be able to identify the advantages of using Geometer's SketchPad in their classroom. Participants will be able to navigate Geometer's SketchPad and Identify the tools incorporated in the program. Participants will be able to supplement/create current mathematics lesson with Geometer's SketchPad.

**Tag(s)** : SketchPad, Mathematics, Classroom.

**Title**: Integrating Student Response Systems in Mathematics Instruction

**Author**: Katie Matthews

**Abstract**: In this course, you will learn about student response systems, or clickers, an instructional technology which offers the instructor a powerful tool for evaluating student understanding and increasing student engagement. Not only will you learn about the basic capabilities, uses, and benefits of student response systems in instruction, but you will design a mathematics lesson following principles of effective question design and best practices for using a student response system in instruction.

**Course Objective**: . The participant will state the capabilities and uses of a student response system to enhance student engagement by composing a journal-style reflection and incorporating outside sources. The participant will evaluate the benefits of incorporating student response systems in mathematics instruction by composing a journal-style reflection and incorporating outside sources. Given a student response system and computer software, the participant will demonstrate use of the system by creating an assessment program using the appropriate design tools and interpreting results from a trial run.

**Tag(s)** : Student Response, Mathematics.

**Title**: Making Math Real

**Author**: Emily Vance-Curzan

**Abstract**: This course will help middle and high school math teachers make their content real to their students. This course will explain why making math realistic is important in the high school classroom and develop strategies to incorporate Problem-Based or authentic learning in a math classroom.

**Course Objective**: Through readings and videos learners will identify the differences between authentic tasks and traditional tasks by reflecting on their own practices. Also, learners will be able to state the key elements of Problem Based Learning in a mathematics classroom. By the end, learners will be able to generate a lesson plan which is aligned to the Common Core Standards.

**Tag(s)**: Mathematics, middle school, high school, classroom, problem-based learning, strategies, Common Core Standards

**Title**: Using Writing to Assess Students' Problem-Solving and Critical Thinking Skills in Mathematics

**Author**: Shelli Casler-Failing

**Abstract**: The intent of this course is for Mathematics educators to learn how regular writing, incorporated into the mathematics curricula, will improve students’ critical thinking, problem-solving, and metacognitive skills while simultaneously creating students capable of providing written explanations of solutions to mathematics problem.

**Course Objective**: Learner will prove their understanding of how writing in mathematics utilizes metacognitive and critical thinking skills to portray student understanding by analyzing student examples. As well, learner will choose to accept writing as part of curriculum by designing lessons utilizing various writing aspects. And, learner will be able to apply new knowledge and understanding by generating mathematical questions to assess students’ metacognitive and critical thinking skills through writing. Also, learner will be able to classify students’ written work by categorizing writing reflective of metacognitive and/or critical thinking skills.

**Tag(s)**: writing, assess, problem-solving, critical thinking, Mathematics, metacognitive, analysis, understanding

**Title**:Project based learning Trigonometry

**Author**: Alex Perry

**Abstract**: Give brief lecture covering the basic concepts of trigonometric ratios ( sine, cosine, tangent). Provided will be a guided notes page where students fill in blank sections of their worksheets. This approach will allow students to follow along with the lesson as well as maintain focus, rather than having them rush to copy down notes and miss out on the explanations of the notes.

**Course Objective**: Students will develop a basic understanding of trigonometric ratios. Student ideas and class discussion will provide methods of measuring large distances

**Tag(s)**: Math, Project based learning, Trigonometry

**Title**:Effective Close Reads in a Math

**Author**: Derek Richards

**Abstract**: N/S

**Course Objective**: This 3 day mini-course workshop will guide teachers through the steps to creating an effective close reading activity for their Math 7 students. They will learn how to select a text, create evidence-based questions and conduct a close reading activity in their classrooms. Participants will be able to: 1.Understand the importance of a close read. 2.Select a text/problem for a close read. 3.Develop evidence based questions for the close read. 4.Conduct a close read in their classroom. 5.Provide effective peer review on setting up a close read in their classroom.

**Tag(s)**: Math

**Title**: The MOON Project- Using Websites to Teach Science

**Author**: Kristine Fleckenstein

**Abstract**: The World MOON project provides a means for students to make observations of the phases of the moon and compare it with observations of their peers. It is both a collaborative and project-based inquiry learning experience for students to learn a critical concept in astronomy. With this, students are able to integrate scientific concepts along with cultural concepts by interacting with students around the world through the World MOON Project Website. This mini-course is designed to help teachers include this project in their lessons in astronomy. It best suits the needs of grades 5-8 instruction, but it could also be incorporated into high school or middle school earth science classes.

**Course Objective**:
Given links and the online teacher manual, the learner will use the website The World MOON Project to teach the phases of the moon to their class. Given The World MOON Project website, the learner will apply project-based learning environment to teach the phases of the moon to their class. Given the project-based learning environment of The MOON Project, the learner will be able to assist their students in collaborative scientific environments to develop critical thinking skills necessary for a 21st century learning environment. Given The World MOON Project, the learner will be able to assess their students' understanding of the phases of the moon by interpreting their responses to online and in-class discussions and written observations of the phases of the moon.

**Tag(s)**: The MOON Project, Astronomy

**Title**:Strategies for Setting Up and Solving Linear Word Problems

**Author**: Missy Dennis

**Abstract**: With the change to Common Core in mathematics instruction, learners need to be able to solve word problems. This skill will be used not only throughout high school but also in college and the work force. More attention is being placed upon workers being able to solve problems in their jobs and this is why it is so important that learners have this important skill of solving word problems.

**Course Objective**: With the incorporation of Common Core in the mathematics curriculum, learners are expected to be able to think deeply and apply knowledge. Many learners struggle with word problems because they do not know how to translate english words to math words. Learners must know how to translate an English word to a math word. In math, words have their own meanings which do not mean the same as they do in the English language. Also According to Richardson, Sherman, and Yard (2009) the most common issue students have is not being able to identify what the problem is asking them to find. Learners must learn strategies that will help them in determining what the question is asking the learner to find.

**Tag(s)**: Magmatic

**Title**: Promoting Problem Solving in the Math Classroom

**Author**: Genni Brzezinski

**Abstract**: Imagine sitting in a sixth grade mathematics classroom with thirty two other students. Each day, you follow the same routine. Each class is dominated by teacher instruction. When you are asked to solve a problem, you are only able to solve the problem using the same method that the teacher demonstrated. Where is the student engagement, the motivation to learn, and most importantly, the creativity? In order for students to be engaged and to be able to reach a deep level of understanding, they should be encouraged to use various strategies to find solutions. With the implementation of the common core standards, students are encouraged to use different approaches to solve real-life problems. This practice will not only engage learners of different abilities, but also help them in their future schooling and careers.

**Course Objective**:
By the end of this course, you should be able to: Describe the need for students to become better problem solvers and to be able to solve problems in more than one way. Identify Common Core Standards for Mathematical Practices in videos of middle school exemplary lessons. Recognize and describe different problem solving methods and understand how they can be applied to solve real-life problems. Apply different problem solving strategies to meet the needs of diverse learners (Howard Gardner’s Theory of Multiple Intelligences). Analyze different student work samples to see how students use different problem solving strategies of their interest to solve a common real-life task.

**Tag(s)**: Mathematic

**Title**: Fostering Scientific Literacy

**Author**: Elizabeth D.

**Abstract**: Science literacy is important for any citizen to decipher between what is pseudoscience and actual science; to make informed decisions on scientific policy; and to make informed personal decisions impacted by science. It is vital that a comprehensive science education involves allowing the learner to be literate in science.

**Course Objective**: N/S

**Tag(s):** Scientific Literacy

**Title**: Integrating Literacy Strategies in the Science Classroom

**Author**: Chaunna Steen

**Abstract**: This course will help instructors understand the importance of literacy in the science classroom. It will include 8 example literacy strategies as well as suggested ways to use them for lessons. Before you start please take a few moments to jot down your thoughts on literacy and why it is needed in more than just the English classroom. Additionally brainstorm three ideas of how to incorporate this into you current classroom.

**Course Objective**: Provided with literature to read and written questions learners will state three benefits of using literacy strategies in the science classroom by compiling a written list. Given sample literacy strategies the learners will demonstrate the use of 4 literacy strategies by completing the examples provided from each lesson. When given 8 example literacy strategies the learners will generate one science lesson using at least 2 literacy strategies presented in the mini-course.

**Tag(s):** Literacy Strategies, Science.

**Title**: The Flipped Math Classroom

**Author**: Lauren Steers

**Abstract**: Do your students get frustrated while doing homework? Do you get frustrated when you assign homework and students cannot complete it because they don’t know how? Perhaps, a flipped classroom approach may be effective for your students. Throughout this course, we will explore what a flipped classroom is, what strategies are used in a flipped math classroom, how some teachers approach flipped math classrooms, and you will try out a flipped classroom approach with your own students.

**Course Objective**: Given various readings and videos, learners will be able to identify flipped classroom techniques/strategies.Given various examples of flipped mathematics classrooms, learners will select and analyze 2 flipped classrooms. Given a graphic organizer, learners will evaluate the strengths and weaknesses of the strategies used in each flipped classroom.

**Tag(s)**: Flipped Classroom, Math.

Title: Studying for Math

Author: Kelli Zydel

Abstract: Many times, students have a hard time studying for math. The purpose of this course is to equip teachers with a variety of resources that they can both utilize themselves and show their students so that the students are able to easily study. By the end of this class, students will learn cognitive strategies about creating worksheets, where to find videos and tutorials, and making and playing interactive games.

Course Objective: By the end of this mini-course students will be able to: 1. Locate valuable resources that will help their students study math and discuss what they found with their classmates. 2. Create worksheets, games, or videos that will benefit their students and demonstrate this ability by completing a final project. 3. Evaluate which resources will work best in their own classroom for their students. 4. Utilize these resources in their classroom.

Tag(s): Math, Games, Video Tutorials

**Title**: Incorporate technology in Math

**Author**: Shauna Caroselli

**Abstract**: Media in Math offers details into incorporating graphics, audio, and video into your math class.

**Course Objective**:NA

** Tag(s)**: Media, Math, Integrate Technology

**Title**: Making Math Accessible

**Author**: Will Adamczak

**Abstract**: NA

**Course Objective**: By the end of this mini-course you will be able to will be able to: 1,Identify potential barriers to students learning mathematics and common difficulties encountered by students.2 Select strategies to minimize those barriers. 3,Select and apply appropriate motivational strategies.

**Tag(s)**: Math

**Title**: Incorporating Visualization Tools in the Science Classroom

**Author**: Bobbi Scirbona

**Abstract:** Science classes such as chemistry, biology, and physics are often difficult subjects for many students because they require students to visualize what they cannot see. For example, it can be difficult for students to make connections between what is happening on the microscopic and macroscopic levels or to envision the behaviors of sound and light waves. Finding the right tools to aid students in visualizing the behavior of molecules, atoms, and subatomic particles is crucial to helping them understand important concepts in science. This can often be a challenging endeavor for teachers. The purpose of this mini-course is to expose teachers to the various types of models, computer simulations, and software programs available and to learn how they can be used most effectively in their science classroom.

**Course Objective**: Participants will incorporate visualization tools in the development of effective classroom activities in order to promote deeper student understanding of scientific principles

**Tag(s)**: Science classes; Visualization Tools.

**Title**:Using Visualizations to Teach Mathematics with Understanding

**Author**: Melissa Connor

**Abstract:** This course will focus on how teachers can use and create visualizations to teach mathematics with understanding. Creating meaningful visualizations can enhance learning in the classroom by helping students conceptualize the big ideas of our lessons. When we use visualizations in the classroom, our students begin to develop their own visualization skills to help them solve problems. These skills can help our students become active and effective learners

**Course Objective**: learners will: Conceptualize the idea of teaching and learning with understanding; Identify what visualizations are; Identify characteristics of meaningful and effective visualizations; Develop skills to create visualizations.

**Tag(s)**: Visualization; Mathematics

**Title**: Strategies for Helping Students Solve Mathematical Word Problems

**Author**: Katie Sheehan

**Abstract**: The purpose of this topic is for participants to learn various strategies in order to help their students solve word problems in mathematics. Each unit will cover a different strategy that can be used in the participants' classroom. The units are designed to be engaging and learner-cetntered. Units will begin with an overview of the strategy that will be discussed, as well as target learning outcomes that will be met by the end of the unit. An essential part of each unit will be discussing scientific research based articles. Participants will be required to discuss ideals, concepts, practices, and strategies that they gained from the readings. Upon completion of the units, participants will examine which strategy they like and try at least one of these practices in their own classrooms.

**Course Objective**: Learners will be able to: Identify challenges and/or misconceptions that students may face when solving a word problem; Identify useful and assistive strategies to help students solve mathematical word problems; Create a schema to help students solve word problems; Apply the skills when modeling the problem solving process; Integrate the usage of these strategies in classroom practices.

**Tag(s)**: mathematics

**Title**: Problem Solving Strategies in a Math Classroom

**Author**: Kimberly Brooks

**Abstract**: The purpose of this course is for participants to be able to learn ways to incorporate problem solvng strategies into their classroom. This will help students by showing them ways to not only solve problems in math class but also outside of the classroom in the real world. The units will cover the importance of teaching problem solving strategies, the benefits of problem solving strategies in the classroom, and examples of effective problem solving strategies and how to implement them. Participants will learn various strategies in order to help their students solve word problems in mathematics. Each unit will cover a different strategy that can be used in the participants' classroom. The units will contain an overview, learning outcomes, a mini-lecture, and a concluding activity. Learners will be asked to participate in discussions with peers about the topics and concepts that are covered as well as to submit an authentic assessment at the end of the course

**Course Objective**: The Learners will be able to Identify strategies used to teach problem solving skills; Identify how problem solving is used in a mathematics classroom; Defend the usefulness of problem solving skills;Explain how problem solving skills can teach students to be more critical thinkers

**Tag(s)**: Problem Solving Strategies; Math