Mathematics+2008

**  Possible topics for discussion:
 * November 13, 2008

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 * What take-aways do we have from the keynote presentations?
 * Be careful with language that we use when presenting new material. Be honest without scaring potential students.
 * Define 'success" in a class. Classes in college are graded differently; manage the students' expectations so that they do not give up after a few assessments. (In an independent high school, everyone was a big fish, but at the university, the independent school child is just one of many.) Spend time educating parents as well as students. Prepare students for challenges in college.
 * As educators, we should...
 * Initiate discussions among faculty members to compare grading expectations within a department and within a Division.
 * Use rubrics to evaluate student progress, both on individual assessments as well as on course grades.
 * Use positive, peer role models to help recent graduates as they traverse the difficult course load and/or specific classes.
 * Emphasize the ways that careers in the STEM field can be "flexible", "lucrative", "socially relevant", "creative", etc (all aspects which typically appeal to girls' sensibilities
 * Have recent alumnae present to students, and ask the alumni office at our schools to assist with this process. Set up a one-to-one mentor relationship
 * Use professionals within the community: parents, college faculty, former students recruited by teachers to speak about their experiences in the field
 * Use assembly periods/ adjust daily schedule to provide speaker time rather than taking time away from the academic areas
 * Educate parents and students, beginning in the lower school, to emphasize the positive roles of STEM disciplines.
 * What does it mean to have a program known for excellence in math? What does the best 21st century education look like for girls in math?
 * Teaching technological proficienciesand demonstrating its use in a variety of fields.
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Questions to consider: Is technology replacing necessary skills? At what point in the curriculum do we introduce various types of technology? Use the calculator as a tool for exploration.
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">How do we develop logical reasoning and number sense?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">How can we best understand our students, their backgrounds, and their experiences?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">How do we teach the skills that they will need in the future understanding the technology that is available? How do we teach the students to reflect on the answers given by calculators?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> How are we teaching problem solving?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> What tools are unique needs for girls?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> What innovative programs are our schools currently offering? And what “structure” was in place that allowed the change to take place?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> What steps do we need to take to integrate the STEM disciplines?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> What successes has your school had integrating within STEM disciplines? How can we work together with other STEM disciplines to achieve our goals?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> What are some effective ways to incorporate technology into math?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Using tools like excel in different classes/ disciplines. Excel can do linear regressions, graphs, etc.
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Winplot (free software)
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Web searches/ web quests on various math topics
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Podcasts of lessons
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Lessons on youtube
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Fathom- connected to US census data, statistical analysis, very user-friendly
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Technology as a tool to facilitate understanding- introduce after the skill is learned
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Moodle used for homework submission
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Tablets used in math class, submitting work from tablets
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Make professional development available when introducing new technology
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> How do we communicate our program to other departments, including non-STEM departments? How do we learn from other departments what math skills are needed in other disciplines and when?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Direct communication with members from the science department to look at individual student needs and general class needs
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Communicate with members of other departments to help choose textbooks and resources when developing classes (when possible);
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Talk with department heads to set-up joint meetings
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Use grade-level team meetings to coordinate curriculum
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> How do we initiate structural changes within the school to increase inter-departmental communication
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Contact the department heads to be on board with the idea of STEM
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> Get various departments together, with an administrator, and bring up issues discussed here
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Think of ourselves as businesses; how can we stay competitive/our students be competitive?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> Encourage visits to other schools and to one another's classrooms
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Systematically discuss changing textbooks, in collaboration with other departments
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">How can we develop problem solvers within a traditional curriculum? Given what we know about how girls learn (relevance, cooperation, etc.), how do we teach to their strengths?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Best practices- how do we engage all students? Especially our passive learners? How can activities be both engaging and rigorous, especially to review necessary skills?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">How are our math classes sequenced, especially in relation to science? Discuss with a breakout group from science. What are our math graduation requirements? And what are the implications of the choices we have made?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> Typically Algebra I, then Geometry, then Algebra II, then it varies
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> Should Algebra I be concurrent or pre-requisite for Physics/Conceptual Physics? Should they have a trig background?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">

<span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> Possible Breakouts //(These never happened...lack of time,topics were already covered by the end of the session, or people didn't have enough interest to pursue in a breakout session):// <span style="COLOR: #030303; FONT-FAMILY: 'Times New Roman', Times, serif; BACKGROUND-COLOR: #ff0000">
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> What issues are unique to lower vs. middle vs. upper school math teachers? What professional development needs do we have at each of the levels?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> Elementary school teachers are not necessarily math specialists and may not be able to provide relevance.
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> Use curriculum maps to discuss strands and identify strengths and weaknesses.
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> How do we interpret grades/ admissions materials from prospective/ incoming students?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> Increase knowledge of what happens in other divisions:
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> Discussions within the department
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Visit classes in other divisions
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> How do we encourage our students to be interested in STEM careers?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Make material exciting/applicable/timely
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> How can we be agents of change at our schools? Within departments? Divisions? All-school? Administration? Within the community?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> How can we motivate our colleagues/peers to try new methodologies and content?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">What administrative support do we need? What do we wish our head of school/division head/department chair knew that they don't know now?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">What support (if any) would we like from NCGS? NAIS? NCTM?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> How can we best support each other after we leave?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> Emails on the wiki
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> Future online follow-ups/updates, using the blog or wiki
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Deposit/upload innovative STEM units/material to the wiki
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">List of Games appropriate for math classes
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">SET
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">How can we establish benchmarks in our independent schools (which traditionally do not use benchmarks)?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">In what ways have the curriculum maps helped to facilitate conversation?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">(In what ways have we been successful in developing common language between departments?)
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">What kinds of marketing efforts (around STEM) have been successful at our schools?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">(What have we put into place to encourage cross-departmental discussions and how have we sustained that kind of discussions?)
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">What are our three top constraints to effectively bringing about a more STEM-friendly environment and what are some creative solutions and ways to bring about change? (Where should we put our efforts initially?)
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">How should we integrate STEM into the existing curriculum/integrate it into the life of the school so that it’s not an “additional” requirement?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">What are some successful, creative efforts for providing for the “exceptional” students who want to be more challenged, and what have we put into place for the “weaker” students?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">What alternate forms of assessment might be helpful? Consider using rubrics for specific assessments and/ or courses.

<span style="FONT-SIZE: 120%; COLOR: #050505; FONT-FAMILY: Arial, Helvetica, sans-serif">Reactions to Girl's Panel on Friday Morning: <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif"> Reactions to Lisa's Talk:
 * November 14, 2008**
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Call to action -- look at advanced classes to prepare for college classes; if not AP, then a rigorous/intensive class
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Call to action -- more math/science integration at ealier levels
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">How do we make STEM classes more appealing/accessible to entire school community?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Consider how computer science fits into the STEM curriculum.
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Seek grants for independent study in STEM, partnered with local scholars and professionals
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">How do we support independent studies for interested students?
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Schools that have programs/studies with students who are interested:
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Hockaday
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Garrison Forest
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Holton-Arms
 * <span style="FONT-SIZE: 120%; FONT-FAMILY: Arial, Helvetica, sans-serif">Harpeth Hall
 * Staff presentation on Stereotype Threat and Fixed/Growth Mindset
 * Form or strengthen ties to local universities and businesses, for original research opportunities
 * How do we practically apply the information to our own environments?
 * Present info to students
 * Identify possible stereotypes unique to everyone's own school
 * Encourage/create leadership roles for faculty/students
 * Utilize [|Center for Research on Girls] resources

More Ideas/Questions:
 * Can we make a "skills-based" class more relevant, despite the fact that we must cover fundamental material?
 * Can we maintain a balance between choice of advanced classes and preparedness for their future?

AREAS to consider after leaving this Think Tank?
 * Assess Curriculum
 * Coordinate math/science curriculums
 * Move material in classes earlier/later to accomodate science classes
 * Identify/Engage Particular Students
 * Surveys -- SurveyMonkey
 * More "play" in classes
 * Educate about growth mindset
 * Bring recent grads back to talk
 * Educate Our Colleagues in our Department
 * Make effort to change attitudes of faculty who may not embrace STEM
 * If possible, sit down with department head/chair
 * Organize STEM retreats -- visit another school and collaborate
 * If possible, sit down with head of school
 * Invite head of school to STEM committee
 * BE CLEAR on what the girls need to succeed in STEM; make the administration acknowledge what can be done
 * All School Efforts
 * Professional Development about math fears
 * Bring CRG to school
 * Organize mini-STEM Think Tank
 * Form STEM committee
 * Highlight marketability of STEM skills in today's "tight" economy

Ideas that are germinating as we leave the conference:


 * Collaborate science and math content and skills
 * Create a panel of students who are in the STEM fields to talk about their areas with others (graduate students to hs students; seniors to freshmen)
 * Figure out ways for stereotype threat to be integrated into health and guidance
 * Consider adjusting schedule and class offerings so that semester classes are offered as a way to bring in more electives
 * Figure out how to integrate strategies from CRG presentation into school culture and into strucure to address stereotype threat (fears about math)
 * Bring programming into humanities
 * Incorporate legacy cycle into teaching
 * Encourage students to look for mentors when they go to school and then become mentors to other students