Connecting Teaching, Learning, and Assessment

摘要 ESI 93-55542 William Fitzgerald 密歇根州立大学 东兰辛，MI 连接教学，学习和评估（CTLA） 这是一个为期4年的项目，准备在全国10个地点的360名中学教师实施密歇根州立大学连接数学计划（CMP）。 该项目开始于夏季1与来自10个先前成立的CMP中心参加为期2周的住宅领导力研讨会在密歇根州立大学的团队。 每个团队由4名准备充分的教师，主管和/或具有CMP（或类似CMP）经验的教师教育工作者组成。 为了使这些团队做好准备，在各自中心所在区域的CMP实施中发挥领导作用，本次研讨会将向领导人介绍：（1）新的CMP单位（包括数学基础和内置的技术软件组件）;（2）口头和书面话语在数学中的应用;（3）如何在课堂上建立一个解决问题的环境;（4）数学真实性评价。 在接下来的2年里，每个领导团队，反过来，准备和支持12个六年级教师在他们的教室里实施新的材料和教学实践。 这种支持包括2个密集的，连续的2周夏季讲习班，以及持续的支持2学年. 七年级和八年级教材的类似两年实施周期分别从二年级和三年级的新教师群体开始开始。 费用分摊占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.