2024 RISE Conference

Dr. Jessica Cline and Ms. Lauren Petty will lead CHS staff (and any other interested attendees) through the basics of using Thinking Maps.

In my session I will discuss generative AI, specifically Magic School AI and how it can be a tool for teachers to design engaging lesson aligned to standards that provide differentiation for students. The session will also look at the Magic Student platform that is available as a tool for students. The session will provide time for exploring AI and brainstorming uses for both teachers and students.

Session will focus on special topics like: Productions for the season, classroom management, lesson planning Ideas, welcoming members new to our team, CCS Play Festival, NCTC, Blumey Awards, as well as other opportunities

Teaching students how to use Handheld TI-15 calculators effectively in the classroom is essential for their success. By mastering calculator skills, students can efficiently solve complex math problems. Integrating calculators will help them with the Calculator Active part of the EOG. This approach not only boosts students' confidence but also equips them with valuable skills for future academic and professional endeavors. We will cover rounding, decimals and fractions.

We will explore highly effective teaching practices that get students up out of their seats and engaged in thinking mathematically. This session is based on the book Building Thinking Classrooms by Peter Liljedahl and will examine selecting math tasks and strategies for engaging learners in mathematics. This program is open to math educators in grades 3-8.

Teachers Will:
1. Explore Building Thinking Classrooms instructional practices to make learning visible.
2. Build a community of practice as they engage, collaborate, and reflect on mathematics teaching and learning.

The session will focus on 3rd-5th Grade Daily Math Routines, strategic planning, ways to ensure student success, how to regroup after benchmarks, resources to use, and effective instructional strategies.

When teachers are pulling small groups what effective things are students doing independently or in their own collaborative learning groups? How can we capitalize on the time students spend working independently or in small groups? Research suggests that students in Grade 3 through 5 have an attention span ranging from 14 to 33 minutes. We can maximize student learning by providing short small groups that engage students in rich and rigorous tasks to complete. We can also maximize student learning styles through providing a time for students to get up and move, use technology, work independently, and collaborate with peers. In our session we will explore Math Center Stations that help to accomplish a blended learning classroom through Teacher Led Stations, Using Technology (online stations), Stations without Technology (offline stations), Partner Practice, and Independent Differentiated Stations. We aim to provide teachers with resources that are easy to use, can be differentiated, and are standards based.

We will provide teachers with resources to begin using in their own classrooms.
4 Station Rotation Example
5 Station Rotation Example

Online Stations:
Boddle
Fluency Flight
I-Ready (Teacher Assigned/Pathway)
GimKit
SchoolNet
Quizizz

Offline Stations:
Think Up!
NCDPI Tasks
Headbands Vocabulary Game*

Hybrid:
Personalized Learning Checklist

Hattie’s Research has an effect sizes:
+.72 for Help Seeking
+.47 for small group learning
+.33 for Technology in Mathematics

Research:
Blended Classrooms: https://www.edutopia.org/article/using-blended-learning-strengthen-math-skills
Hattie’s Effects: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
Student Attention Spans:
https://www.kids-houston.com/normal-attention-spans-for-kids/

In this presentation, we will explore an innovative teaching strategy designed to empower third graders struggling with equivalent fractions, which comprise between 28-32% of the Math EOG. The session aims to share a proven, practical, replicable strategy that harnesses the power of number lines to enhance students' comprehension of equivalent fractions, thereby improving their performance in standardized tests. Attendees will learn how to teach students to create and utilize their own number line manipulatives using scratch paper—a tool especially valuable in testing environments where traditional manipulatives are not allowed. The objective is to equip educators with a method that not only aids in understanding fractions but also instills confidence in students facing summative assessments. Participants will be actively involved in a hands-on demonstration of creating number line manipulatives. Furthermore, we will review before-and-after test scores to assess the impact of this teaching method. Interactive discussions will be encouraged to share insights and variations on implementing this strategy in different educational contexts. Attendees will receive a comprehensive guide on teaching the number line strategy, including step-by-step instructions for students to follow, practical tips for classroom implementation, and access to a collection of practice questions that effectively integrate number lines with fraction learning. By the end of this session, educators will be equipped with a novel tool to significantly impact their students' understanding of fractions and their performance on standardized tests.