PCMI octagonal graphic Park City Mathematics Institute
Teacher Leadership Program
Class Notes - Summer 2018

2018 Index Page
2018 Photos
    2001-2018 Photos
2018 Roster
Class Notes
    Morning Shorts
Daily Schedule

Getting Started
Participant Outreach Activities
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Working Groups
Supporting Teachers as Leaders
    Outreach 1
    Outreach 2
    PL Development
        Wisdom of Practice Blog
        Developing the SMPs through Journals
        Math Amnesia Blog
        Authentic Metacognition
        Modeling On Modeling
        Area Models in Algebra 1 and 2
        Blended Learning In Math Classrooms
        Collaborative Planning Protocol....
        Social Justice in Mathematics
        Prop Reasoning in the Formative Years
        Is your teaching philosophy ...?
    Social Justice in Mathematics
Lesson Study
Research Course-Harmonic Analysis

Summer Math Camp
Overview
2018: Roster, Schedule, Photos

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Morning Announcements
Portrait Photos
E-mail Addresses [2001-2018]

Guidelines for 3rd Week

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Morning Shorts 8:15-8:30 morning presentations

[Math Content Class] [Reflecting on Practice] [Afternoon and Evening Activities]

Math Content Class - Bowen Kerins and Darryl Yong

The Math Course is being led by Bowen Kerins and Darryl Yong. The focus of the class this year is "Developing Mathematical Ideas."

In this course, teachers investigate an aspect of mathematics loosely related to the overall mathematical theme of PCMI, Harmonic Analysis. The course is a set of intricately sequenced questions that engage participants in doing mathematics, providing participants with the opportunity for authentic mathematical discovery. Through this experience, participants develop habits of mind for thinking about and doing mathematics, deepening their mathematical intuition, sense-making, and reasoning skills.

Problem Sets
small green diamond Day 1 || Day 2 || Day 3 || Day 4
small green diamond Day 5 || Day 6 || Day 7 || Day 8 || Day 9
small green diamond Day 10 || Day 11 || Day 12 || Day 13 || Day 14

Observations
small green diamond Day 5: Ana's work [JPG]
small green diamond Day 5: Anne's work [JPG]
small green diamond Day 6: Kate & Kai Sam Numbers with Friends, 1 [JPG]
small green diamond Day 6: Kate & Kai Sam Numbers with Friends, 2 [JPG]
small green diamond Day 6: Kate & Kai Sam Numbers with Friends, 3 [JPG]
small green diamond Day 10: Evie's work [JPG]
small green diamond Day 12: Two hyperbolas and an asymptote: Betty, Stephanie, Daniel [JPG]
small green diamond Day 12: Julie's work [JPG]
small green diamond Day 12: Kai Sam's work [JPG]
small green diamond Day 12: Melissa's work [JPG]

Summary Notes
small green diamond Day 3: day03-summary-notes.pdf
small green diamond Day 4: day04-summary-notes.pdf

Handouts
small green diamond Day 3: Handout
small green diamond Day 8: Handout
small green diamond Day 9: Handout

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Reflecting on Practice Class

Motivated
Designing Math Classrooms Where Students Want to Join In
By Ilana Seidel Horn
Participating in math class feels socially risky to students. Staying silent often feels safer. Motivated shows why certain teaching strategies create classroom climates where students want to join in. This book explores the key factors of motivational math classrooms along with strategies for weaving each one into your instruction.

Powerpoint
Unit 1
small green diamond Day 1: Introduction [PDF]
small green diamond Day 1: Session 1 [PDF]
small green diamond Day 2: Session 2 [PDF]
small green diamond Day 3: Session 3 [PDF]
small green diamond Day 4: Session 4 [PDF] View photos & videos: [Reflecting on Practice with Peg Cagle]

Unit 2
small green diamond Day 5: Session 1 [PDF]
small green diamond Day 6: Session 2 [PDF]
small green diamond Day 7: Session 3 [PDF]
small green diamond Day 8: Session 4 [PDF]

Unit 3
small green diamond Day 9: Session 1 [PDF]
small green diamond Day 10: Session 2 [PDF]
small green diamond Day 11: Session 3 [PDF]
small green diamond Day 12: Peter Liljedahl [PDF]
small green diamond Day 13: Session 4 [PDF]

Resources
Unit 1
small green diamond Day 1: Session 1: Wordle [JPG]
small green diamond Day 2: Session 2: Building Concept Images: Exponents [DOCX] [PDF]

Unit 2
Day 5: Session 1: The Education Trust: Assignment Analysis Capture Sheet - MATH [PDF]
Day 5: Session 1: Key Shifts in Mathematics [PDF]
small green diamond Day 5: Session 1: Questions to Reframe Tasks [PDF] [DOC]
Day 7: Session 3: Create Debate [PDF]
Day 7: Session 3: Talking Points Activity [PDF]
Day 7: Session 3: VNPS and VRGSketchnotes [PDF]
Day 8: Session 4: How to Motivate Students to Work Harder [PDF] [DOCX]

Unit 3
small green diamond Day 9: Session 1: Sample Responses [PDF]
small green diamond Day 9: Session 1: A Debate [PDF] [DOCX]
small green diamond Day 10: Session 2: Critiquing [PDF] [DOCX]
small green diamond Day 10: Session 2: Smudged Math Problems [PDF] [DOCX]
small green diamond Day 10: Session 2: Telling a Story from a Graph [PDF] [DOCX]
small green diamond Day 11: Peter Liljedahl's website: Presentations [HTML]
small green diamond Day 12: Session 4: Assessment Vignettes [PDF] [DOCX]

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Photos and Notes
Three Rooms: Reflecting on Practice

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Afternoon and Evening Activities

Tuesday, July 3: Cross Program: Ignite Introduction - Suzanne Alejandre, Monica Tienda & Mary Pilgrim
Tuesday, July 3: STEM in the Federal Landscape - Peg Cagle
Wednesday, July 4: Park City 4th of July Parade page 1 || page 2
Monday, July 9: Building Party 1
Tuesday, July 10: Cross Program: From Nice to Necessary: Equity-Minded Reform in Turbulent Times - Uri Treisman
Tuesday, July 10: Conversations around NCTM's Catalyzing Change with Dylan Kane
Thursday, July 12: Teacher Sharing I
Friday, July 13: Math and Gerrymandering: Jonathan Mattingly
Monday, July 16: Building Party 2
Tuesday, July 17: Teacher Sharing II

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Unless otherwise indicated all of these materials are licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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© 2001 - 2018 Park City Mathematics Institute
IAS/Park City Mathematics Institute is an outreach program of the Institute for Advanced Study, 1 Einstein Drive, Princeton, NJ 08540.
Send questions or comments to: Suzanne Alejandre

With major funding from Math for America