Connecting Teaching, Learning, and Assessment

摘要ESI 93-55542密歇根州立大学密歇根州立大学东兰辛，密歇根州连接教学、学习和评估(CTLA)这是一个为期4年的项目，旨在为全国10个地点的360名中学教师进行培训，以实施密歇根州立大学连接数学计划。该项目从第一个夏天开始，来自10个以前建立的CMP中心的团队参加了在密歇根州立大学举行的为期两周的住宅领导力研讨会。每组4人，由准备充分的教师、监督员和/或具有CMP(或类似CMP)经验的教师教育人员组成。为了使这些小组做好准备，在各自的中心区域执行《议定书》《议定书》，这次讲习班向领导人介绍：(1)新的《议定书》单元(包括基础数学和内置的技术软件部分)；(2)在数学中口头和书面论述的使用；(3)在课堂上建立问题解决环境的方法；以及(4)数学中的真实评估。在接下来的两年里，每个领导团队依次准备和支持12名六年级教师在课堂上实施新材料和教学实践。这项支助包括2个连续2周的密集暑期讲习班，以及对2个学年的持续支助。7年级和8年级教材类似的两年实施周期分别从2年级和3年级的新教师群体开始。费用分担是NSF捐款的31%。

ABSTRACT ESI 93-55542 William Fitzgerald Michigan State University East Lansing, MI Connecting Teaching, Learning, and Assessment (CTLA) This is a 4-year project to prepare 360 middle school teachers at 10 sites around the country to implement the Michigan State University Connected Mathematics Program (CMP). The project begins in Summer 1 with teams from 10 previously established CMP Centers attending a 2-week residential leadership workshop at MSU. Each team of 4 is made up of well-prepared teachers, supervisors, and/or teacher educators with prior CMP (or CMP-like) experience. To prepare these teams to assume leadership roles in implementing CMP in its respective Center's region, this workshop introduces the leaders to: (1) the new CMP units (including the underlying mathematics and the built-in technological software components); (2) the uses of oral and written discourse in mathematics; (3) ways of establishing a problem-solving environment in the classroom; and (4) authentic assessment in mathematics. Over the next 2 years, each leadership team, in turn, prepares and supports 12 6th grade teachers to implement the new materials and teaching practices in their classrooms. This support includes 2 intensive, sequential 2-week summer workshops, as well on- going support for 2 school years. Similar 2-year implementation cycles for the 7th and 8th grade materials begin with new groups of teachers in Years 2 and 3, respectively. Cost-sharing is 31% of the NSF contribution.