Prior to the meeting, send requests to CADRE@edc.org. During the meeting, sign up at the registration table.
This session presents recent implementation findings from four projects, each applying facet-based approaches to formative assessment in different instructional contexts.
This session will describe recent findings from four projects, each applying the facet-based perspective in different instructional contexts: force and motion and waves (middle and high school), properties of matter and particulate nature of matter (middle school), Earth science (middle school), and chemistry (high school).
Three projects investigating different approaches to preparing mathematics professional development facilitators will compare their approaches and discuss strengths and limitations with the participants.
What are the central challenges that face research and development teams in their efforts to prepare facilitators to do the work of leading mathematics professional development?
In the Summer of 2010 a joint task force of ASSM, AMTE, NCSM and NCTM produced an action plan for supporting implementation of the Common Core State Standards for Mathematics. This session will share the recommendations and action items. Discussion and input from the audience will be sought.
What do educators need to support their implementation of the Common Core Standards for Mathematics?
In the summer of 2010, a joint task force of ASSM, AMTE, NCSM and NCTM produced an action plan for supporting implementation of the Common Core State Standards for Mathematics. In this session, presenters will share and discuss the recommendations and action items, and will seek input from the audience.
Four DR K-12 projects will discuss opportunities and challenges that they have encountered when trying to harness psychometric models for diagnosis in science and mathematics education.
What are the opportunities and challenges that arise when trying to harness psychometric models for diagnosis in STEM education?
The panel will present an overview of research-grounded evidence about what is critical for students to learn about algebra in grades 1–5.
In this panel discussion, panelists will identify some ideas that are becoming well-established by researchers even though they were by no means evident just 15–20 years ago and are yet to be assimilated into curricula and teacher education programs. They will identify what they consider to be critical issues for children to make progress in algebra in grades 1–5.
Four NSF-funded gaming project leaders will discuss pedagogical strategies and issues related to designing and implementing STEM educational games.
In this session, panelists from five NSF-funded gaming projects will discuss ways in which digital game-based learning can enable learner-led exploration, taking games beyond the "quiz" model many educators still think of.
Csikszentmihalyi, Mihaly. (1990). Flow: The Psychology of Optimal Experience. HarperCollins.
Powers, William T. (1973). Behavior: The Control of Perception. Chicago: Aldine.
Resources mentioned during the presentation:
The Center for Elementary Mathematics and Science Education at the University of Chicago is convening a series of on-line forums on fidelity of implementation with a particular focus on STEM education programs. These forums build from an NSF supported project that resulted in a suite of instruments for measuring FOI of mathematics and science instructional materials and a series webinars that highlighted some of the challenging issues of FOI measurement.
The Center for Elementary Mathematics and Science Education at the University of Chicago is convening a series of on-line forums on fidelity of implementation with a particular focus on STEM education programs. These forums build from an NSF supported project that resulted in a suite of instruments for measuring FOI of mathematics and science instructional materials and a series webinars that highlighted some of the challenging issues of FOI measurement.
