Announcing our 2020 Keynote speakers
Chris Luzniak, Author, "Up for Debate: Exploring Math Through Argument"
Learn more about Chris at his website https://www.luzniak.com/
June 28 7:00, reception to follow
Peter Liljedahl, Ph.D., Professor of Education, Simon Fraser University
Researcher, Teacher Educator and Author regarding "Building Thinking Classrooms"
Learn more about Prof. Liljedahl at his website www.peterliljedahl.com/
July 1 Afternoon Workshops
July 1 7:00, reception to follow
Learn more about Chris at his website https://www.luzniak.com/
June 28 7:00, reception to follow
Peter Liljedahl, Ph.D., Professor of Education, Simon Fraser University
Researcher, Teacher Educator and Author regarding "Building Thinking Classrooms"
Learn more about Prof. Liljedahl at his website www.peterliljedahl.com/
July 1 Afternoon Workshops
July 1 7:00, reception to follow
Submit a proposal to present a Jam Session.
This year we are asking for proposals to speak at a Jam Session. Do you have experience with problem-based learning? Did you go through a transition at your school or write a new curriculum? Have you had to discuss PBL with parents or administration and fight to implement PBL? How do your students react to what you've done in the classroom? What is your specialty?
We want to know about your experiences so please fill out a proposal and think about what you have to share. Proposals are due by 3/31/20. We'd love to have a group of diverse presenters from all types of schools and areas of the country, including using different types of problem-based learning.
This year we are asking for proposals to speak at a Jam Session. Do you have experience with problem-based learning? Did you go through a transition at your school or write a new curriculum? Have you had to discuss PBL with parents or administration and fight to implement PBL? How do your students react to what you've done in the classroom? What is your specialty?
We want to know about your experiences so please fill out a proposal and think about what you have to share. Proposals are due by 3/31/20. We'd love to have a group of diverse presenters from all types of schools and areas of the country, including using different types of problem-based learning.
2018 Key Note Speakers
Teresa K. Dunleavy, Ph.D., Wednesday, June 20, 7:00 reception to follow
"Using Status and Positioning Theory in the PBL Classroom"
Dr. Dunleavy is an assistant professor of mathematics education at the Peabody School of Education at Vanderbilt University. In her research, she seeks to understand equitable teaching and learning practices, including how teachers delegate authority to students and attend to status issues in the classroom. In one current research project, she is examining teacher learning in order to understand which discursive moments teachers tagged as important. In another, she sought to unpack how one white teacher’s inclusive pedagogy facilitated her Black girls’ transformative experiences with mathematics.
In this talk, Dr. Dunleavy will speak to the nature of status in the classroom, and how status problems can interfere with student learning. She will also talk about the ways that Positioning Theory can be useful for attending to classroom discourse. She will then share a combined Status and Positioning Theory framework that can be useful for understanding how discursive acts and positioning moves lead to the kinds of status characteristics that become generalized, over time. In the second half of the talk, Dr. Dunleavy will talk about classroom implications by inviting the group to analyze classroom interactions using the combined framework.
Maria Hernandez, Thursday, June 21, 7:00 pm, reception to follow.
"Mathematical Modeling and Problem-Based Learning: An Intersection of Student-Centered Learning"
Maria Hernandez is a nationally known mathematics teacher, curriculum writer, speaker and professional developent trainer in high demand in the U.S. and abroad. Her involvement in the NCTM initiatives span multiple committees and task forces. In working with teachers and students, she shares mathematical modeling problems that engage students in hands-on problem-solving. Maria's work also focuses on encouraging under-represented minority students to continue their studies in Math and Science through The Women and Math Mentoring Program and the Hispanic Educational Youth Summit. She is currently a member of The Joint Committee on Modeling Across the Curriculum - a partnership between the National Council for Teachers of Mathematics (NCTM) and the Society for Industrial and Applied Mathematics (SIAM). The committee aims to increase the inclusion of modeling for K-14 mathematics curriculum, as well as provide access to resources and professional development for teachers and foster awareness of real-world applications of math among teachers, students, and the public.
"Using Status and Positioning Theory in the PBL Classroom"
Dr. Dunleavy is an assistant professor of mathematics education at the Peabody School of Education at Vanderbilt University. In her research, she seeks to understand equitable teaching and learning practices, including how teachers delegate authority to students and attend to status issues in the classroom. In one current research project, she is examining teacher learning in order to understand which discursive moments teachers tagged as important. In another, she sought to unpack how one white teacher’s inclusive pedagogy facilitated her Black girls’ transformative experiences with mathematics.
In this talk, Dr. Dunleavy will speak to the nature of status in the classroom, and how status problems can interfere with student learning. She will also talk about the ways that Positioning Theory can be useful for attending to classroom discourse. She will then share a combined Status and Positioning Theory framework that can be useful for understanding how discursive acts and positioning moves lead to the kinds of status characteristics that become generalized, over time. In the second half of the talk, Dr. Dunleavy will talk about classroom implications by inviting the group to analyze classroom interactions using the combined framework.
Maria Hernandez, Thursday, June 21, 7:00 pm, reception to follow.
"Mathematical Modeling and Problem-Based Learning: An Intersection of Student-Centered Learning"
Maria Hernandez is a nationally known mathematics teacher, curriculum writer, speaker and professional developent trainer in high demand in the U.S. and abroad. Her involvement in the NCTM initiatives span multiple committees and task forces. In working with teachers and students, she shares mathematical modeling problems that engage students in hands-on problem-solving. Maria's work also focuses on encouraging under-represented minority students to continue their studies in Math and Science through The Women and Math Mentoring Program and the Hispanic Educational Youth Summit. She is currently a member of The Joint Committee on Modeling Across the Curriculum - a partnership between the National Council for Teachers of Mathematics (NCTM) and the Society for Industrial and Applied Mathematics (SIAM). The committee aims to increase the inclusion of modeling for K-14 mathematics curriculum, as well as provide access to resources and professional development for teachers and foster awareness of real-world applications of math among teachers, students, and the public.
2018 PBL Jam Session leaders
Pat Higgiston, LREI: Little Red School House & Elisabeth Irwin High School, New York, NY
Pat has worked as a math educator in diverse contexts for twelve years. Over the past three years, he has applied PBL principles to 8th through 12th grade classes in a dynamic progressive context at LREI. He will discuss the inner and outer struggles and successes that a PBL-committed teacher might encounter in their work.
Andrew Caglieris and Emily Scott, The Peddie School, Hightstown, NJ
Peddie School is an independent boarding school that serves students in grades 9-12, plus a small post-graduate class. The math department has been experimenting with PBL over the past decade; initially limited to a Geometry Honors course, and over the past two years through a two year PBL curriculum that has replaced the traditional Geometry, and Algebra II level courses. The current curricular initiative has directly, or indirectly, involved almost every member of a department consisting of eighteen teachers. Andrew’s interest in PBL is very much driven by the similarities between curricula and approaches to teaching mathematics emphasizing a mathematical modeling approach, and that of a PBL methodology.
AnnaLee Salcedo and Taylor Wyatt, The Cate School, Capinteria, CA
Cate School is a grades 9-12 independent boarding school outside of Santa Barbara, CA. AnnaLee and Taylor had one PBL course in the curriculum for at least 10 years and have just finished Year One of a three-year process of rolling out a fully PBL honors sequence. Four of their seven department members are actively working on the PBL curriculum.
Kaitlin Ruggiero, High School of Telecommunication Arts & Technology, Brooklyn, NY
Kaitlin has taught high school mathematics in the NYC DOE since 2008, currently teaching geometry and AP Calculus AB. As an avid PBL practitioner, Kaitlin regularly uses instructional routines like Contemplate then Calculate, which are in line with the curriculum from New Visions for Public Schools. Kaitlin also works for New Visions as an instructor for teacher education classes focused on the instructional routines and formative assessment.
Pat has worked as a math educator in diverse contexts for twelve years. Over the past three years, he has applied PBL principles to 8th through 12th grade classes in a dynamic progressive context at LREI. He will discuss the inner and outer struggles and successes that a PBL-committed teacher might encounter in their work.
Andrew Caglieris and Emily Scott, The Peddie School, Hightstown, NJ
Peddie School is an independent boarding school that serves students in grades 9-12, plus a small post-graduate class. The math department has been experimenting with PBL over the past decade; initially limited to a Geometry Honors course, and over the past two years through a two year PBL curriculum that has replaced the traditional Geometry, and Algebra II level courses. The current curricular initiative has directly, or indirectly, involved almost every member of a department consisting of eighteen teachers. Andrew’s interest in PBL is very much driven by the similarities between curricula and approaches to teaching mathematics emphasizing a mathematical modeling approach, and that of a PBL methodology.
AnnaLee Salcedo and Taylor Wyatt, The Cate School, Capinteria, CA
Cate School is a grades 9-12 independent boarding school outside of Santa Barbara, CA. AnnaLee and Taylor had one PBL course in the curriculum for at least 10 years and have just finished Year One of a three-year process of rolling out a fully PBL honors sequence. Four of their seven department members are actively working on the PBL curriculum.
Kaitlin Ruggiero, High School of Telecommunication Arts & Technology, Brooklyn, NY
Kaitlin has taught high school mathematics in the NYC DOE since 2008, currently teaching geometry and AP Calculus AB. As an avid PBL practitioner, Kaitlin regularly uses instructional routines like Contemplate then Calculate, which are in line with the curriculum from New Visions for Public Schools. Kaitlin also works for New Visions as an instructor for teacher education classes focused on the instructional routines and formative assessment.