Resources and Tools for Elementary Math Specialists and Teachers

Personalize Learning to Meet the Common Core

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Webinar Length: 
approx. 1 hour
Description: 
The term "Personalized Learning" is a buzzword in education; this webinar focuses on clarifying, more specifically, what Personalized Learning means. The presenters will share Personal Learning Toolkits that include charts, Common Core lesson examples, Personal Learner Profiles and Personal Learning Backpacks along with strategies to support diverse learners in the classroom. <br><br> Presenters will walk you through how to transform a traditional classroom to a Stage One Personal Learning Environment. Participants can download charts and a report before starting the webinar. Visit <a href="http://www.personalizelearning.com/" target="_blank">www.personalizelearning.com</a> and click on the Toolkit tab.
Webinar Presenter1 title: 
Kathleen McClaskey
Webinar Presenter1 desc: 
Kathleen H. McClaskey, Co-Founder of Personalize Learning (www.personalizelearning.com) and President of Ed Tech Associates, is a recognized UDL and Digital Learning Consultant with 29 years experience using technology in the classroom. Kathleen is a frequent international, national and regional presenter on topics including Universal Design for Learning, Technology for Diverse Learners, Math and Technology: Bringing Research to Practice, and most recently, Personalize Learning to Meet the Common Core with Barbara Bray. <br><br> In the last decade, she directed and designed the professional development in technology-based projects in math, science, literacy and autism. She also curates four topics in Scoop.it: Personalized Learning, Universal Design for Learning, Leveling the Playing Field with Apps and Math, Technology and UDL: Closing the Achievement Gap. Find Kathleen on Twitter @khmmc.
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Webinar Presenter2 title: 
Barbara Bray
Webinar Presenter2 desc: 
Barbara is the co-founder of Personalize Learning (<a href="http://www.personalizelearning.com/" target="_blank">personalizelearning.com</a>), an educational consultant, writer, speaker, change agent and coach. She is the President/Founder of My eCoach (my-ecoach.com), writes a regular column on professional development for OnCUE (Computer Using Educators) and is the online PD Chair for ISTE SigILT. <br><br> Barbara regularly posts on her blog, Rethinking Learning (<a href="http://barbarabray.net/" target="_blank">barbarabray.net</a>) and is working with Kathleen McClaskey to bring the focus back to the learner by personalizing learning for all learners.
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Math & Technology: Bringing Research to Practice

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Webinar Length: 
approx. 55 min.
Description: 
Learn how online tools can support student learning in math and how to apply interactive simulations and online tools to what evidenced-based research indicates are the most effective interventions in math. Using recommendations made by the Institute of Education Sciences and the MISTM project, participants will learn how online math simulations and interactive tools can support math instruction while improving student learning.<br><br> The presenter reviews the eight learning areas in mathematics and which interventions can support the continuum of learner differences in these eight areas.
Webinar Presenter1 title: 
Kathleen McClaskey
Webinar Presenter1 desc: 
Kathleen H. McClaskey, Co-Founder of Personalize Learning (www.personalizelearning.com) and President of Ed Tech Associates, is a recognized UDL and Digital Learning Consultant with 29 years experience using technology in the classroom. Kathleen is a frequent international, national and regional presenter on topics including Universal Design for Learning, Technology for Diverse Learners, Math and Technology: Bringing Research to Practice, and most recently, Personalize Learning to Meet the Common Core with Barbara Bray. <br><br> In the last decade, she directed and designed the professional development in technology-based projects in math, science, literacy and autism. She also curates four topics in Scoop.it: Personalized Learning, Universal Design for Learning, Leveling the Playing Field with Apps and Math, Technology and UDL: Closing the Achievement Gap. Find Kathleen on Twitter @khmmc.
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Common Core + NETS = Better Learning

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Webinar Length: 
approx. 1 hour, 3 min.
Description: 
Districts, schools and teachers are incorporating new standards into their curriculum while educational technology is increasingly being used in today’s classrooms. This webinar focuses on taking the Common Core State Standards along with the National Education Technology Standards (NETS) to create a better, collaborative learning environment and finding the appropriate tools to allow students to best display their knowledge. <br><br> Participants will learn how to rewrite their lessons and unit maps, and incorporate these important standards to turn everyday lessons into digital age learning experiences.
Webinar Presenter1 title: 
Ben Smith
Webinar Presenter1 desc: 
Ben, a physics teacher at Red Lion Area High School in Pennsylvania for the past 24 years, teaches Honors Physics, AP Physics and Engineering, and serves as the Science Department Chair. Ben is also the Technology Resource Teacher for the district. <br><br> Ben, and webinar co-presenter Jared Mader, started the education technology consulting business EdTechInnovators (<a href="http://www.edtechinnovators.com" target="_blank">www.edtechinnovators.com</a>). Together, Ben and Jared have presented nationally on topics including technology integration, science and 21st century education. Ben and Jared also serve as the Science Curriculum Specialists for Learning and Leading, ISTE’s flagship publication. In 2011, Ben was awarded ISTE’s prestigious “Making IT Happen” Award.
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Webinar Presenter2 title: 
Jared Mader
Webinar Presenter2 desc: 
Jared Mader is the Director of Educational Technology for the Lincoln Intermediate Unit, a consortium of 25 school districts and over 80 non-public institutions in South Central Pennsylvania. Prior to this, he was the Director of Technology for five years in the Red Lion Area School District and taught Chemistry for nine years. <br><br> More recently, Jared has been responsible for the instructional technology and infrastructure decision-making, focusing on the NETS. Recognized for implementing a successful BYOD program in his former district, he has served on panel discussions and has authored several journal articles on adopting BYOD programs. His expertise in technology integration in the classroom earned him acceptance into the Discovery Educator Network, and as a Pennsylvania Department of Education State Keystone Technology Integrator.
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Fraction Action

This investigation from NCTM is a three-lesson set of activities designed to help students understand equivalent fractions. The article includes the goals of the activity, the prerequisite skills, a list of materials, and a description of each lesson.

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http://www.nctm.org/publications/article.aspx?id=22034

Engaging Reluctant Problem Solvers

In this article the authors advocate the use of “tasks without words” to engage students who are usually reluctant to attempt solving problems. Several examples of these tasks are described, and examples of student work are included.

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http://www.nctm.org/publications/article.aspx?id=34963

Fractions and the Funky Cookie

This article describes the success that a math specialist has using a pattern-block configuration to help a small group of fifth graders understand that fractional parts of a whole unit must be equal in size. The authors also draw attention to the importance of the specialist’s deep understanding of rational numbers as she identifies and addresses the students’ misconceptions. Some details about the Virginia program for training math specialists are included.

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http://www.nctm.org/publications/article.aspx?id=25932

It’s Not Just Notation: Valuing Children’s Representations

This article describes ways children represent their work with several tasks, a first grade activity involving making tens and a fourth grade task using fraction bars. The authors demonstrate the importance of listening to the children describe their thinking rather than imposing the teacher’s own interpretation which may or may not be accurate.

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http://www.nctm.org/publications/article.aspx?id=21351

Edits made 4/23

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