MMSTLC SUMMER ACADEMY:GETTING THERE

Summer Academy Workshops:

The Summer Academy will take place at theUniversity of Michigan Dearborn’s FairlaneSouth Campus at 19000 Hubbard Drive inDearborn. This is the College of Education,and is the first building that you will see toyour left when entering the complex fromHubbard Drive (and the last one on the rightwhen taking the “back way” from theDoubletree Inn. Look for the signs for ourregistration area and workshops when youenter the building in the morning.To get to the building from the Doubletree Inn,take the service drive from the hotel and turnright onto Ford Rd. Turn left at the next light,about 1/4 mile down from the hotel servicedrive entrance, onto Auto Club Dr. (do not takethe “Michigan U-turn” onto Ford Rd. to headeast). The entrance to the parking lot of theUM Dearborn Fairlane Campus is the secondright. If you miss this, take Auto Club Drive toHubbard Rd., turn right, and right again intothe front entrance of the campus.

Accommodations:

Participants who are traveling a significantdistance to the area will be staying at theDoubletree Inn in Dearborn. This is right at theFord Rd. exit from the Southfield Freeway(M-39) in Dearborn. See the maps at right.University of Michigan - DearbornFairlane South CampusDoubletree Inn - Dearborn5801 Southfield Freeway313-336-3340Dearborn area (see map below)Detroit

MMSTLC SUMMER ACADEMY:AGENDA FOR CADRE II

Monday, June 15:

7:45 am Breakfast and Sign-In8:20 am Welcome and Introduction for all Participants8:30 am Breakout sessions (for the remainder of the day - see below for details)10:00 am BreakNoon LunchMid-afternoon Break as needed4:00 pm Close and daily evaluation

Dinner and evening activities are on your own. Save and submit receipts for reimbursement.

Science Breakout Agenda for the day:

8:30 am Initial writing task for the day / Overview of the day in Science8:50 am Review the sample data sets from the bouncing ball investigation.10:15 am Student misconceptions and challenges with data and data analysis12:45pm Formative Assessment overview1:30 pm Formative Assessment in action2:25 pm Developing Formative Assessments and Rubrics3:15 pm Gallery Walks and Revisions

Mathematics Breakout Agenda for the day

8:30 am Introduction to the OGAP Proportionality Framework-Understanding Formative Assessment-Identifying Contexts where Proportionality Occurs-Analyzing Structures of Proportional Situations10:15 am OGAP Proportionality Framework-Discussing research related to teaching and learning about proportionality-Identifying features of student thinking that give evidence of understandingconcepts related to proportionality-Using a case study to highlight differences between additive andmultiplicative thinking12:45 pm Defining and Characterizing Proportionality-Using a case study to develop an understanding of proportionality bycontrasting proportional and non-proportional relationships-Identifying the multiplicative relationships between the quantities that defineproportionality1:45 pm Analysis of Student Thinking on Proportionality Tasks

Tuesday, June 16:

Drive to the Rivard Plaza Dock in Detroit to meet at 6:00pm (you should leavethe UM Dearborn campus by 5:25 at the latest). We will board the Diamond Jack River Tour boat there for a dinner cruise up the Detroit River, by BelleIsle and the eastern riverfront area of Detroit. Maps will be provided.

Science Breakout Agenda for the day:

8:30 am Initial Task for Participants - Writing in Science9:20 am Formative Assessment Revisited.10:00 am Writing to Demonstrate Knowledge - Strategies and Considerations11:15 am Book Study discussion12:45 pm Discussion of Chapter 5 from Ready, Set, Science.1:45 pm Writing to Learn - Strategies and Considerations

Mathematics Breakout Agenda for the day:

8:30 am Research Findings Related to Development of Proportional Reasoning-Common misconceptions-Research related to the effect of contexts and number relationships onstudent performance on proportionality tasks10:15 am Examine Student Work-Identifying features of student thinking that gives evidence of understandingconcepts related to proportionality-Identifying student misconceptions or shallow understanding-Considering next instructional steps in light of identified misconceptions orincomplete understanding12:45 pm Considering Instructional Implications-Examine instructional materials to identify strengths and weaknesses in theprogram-Develop a plan for improving the participants’ instructional materials basedon research about teaching and learning concepts related to proportionality1:45 pm Exploration of Proportionality Items in Database-Identify problem types and then select problems to be used to supplementthe instructional materials based on identified gaps or omissions in theirprograms-Use the database to sort problems based on features of the problem, such asnumber relationships, context, and so on