**MELT COVID-19 Changes for Summer 2020**

Due to the currently unpredictable duration of the effects of the coronavirus on our society, we have decided to make dramatic and necessary changes to the structure of MELT Summer Institutes for 2020. In the past, all Summer Institutes were week-long and face-to-face, with a few Institutes adding limited synchronous online access. Additionally, for this summer, we included both week-long (3 CEUs) and short-week (1.7 CEUs) Institutes.

For Summer 2020, each MELT Institutes will:

1.** Be ONLINE** (primarily asynchronous with the possibility of some synchronous and livestream components). Participants will be able to access the Institutes online between June 22nd and July 17th. They will access, complete, and submit assignments online. They will have opportunities to communicate with the instructor, collaborate with other participants, share their work, and get feedback. Some instruction may be livestreamed and some activities and discussions may be synchronous via Zoom or some other online platform. Participants will have most of the same experiences as if they had taken the course face-to-face.

2. **Span FOUR WEEKS** (June 22 through July 17) instead of only one. This extended time will afford participants the opportunity to complete the associated learning activities at a more manageable pace associated with working from home. While most participants will not need this extended time, this schedule can help those who have additional familial or professional responsibilities during this period due to lingering effects from the virus.

3. Provide either **3 CEUs** or **1.7 CEUs**, depending of the extent of the Institute.

4. Qualify for the **Buy-One-Get-One free tuition discount**. Previously, MELT tuition was $300 for week-long Institutes with a BOGO, $200 for short-week Institutes with no BOGO option, and $300 and $200 respectively for online participation with no BOGO option.

#### The **BOGO** tuition discount is now applied to **ALL** institutes.

5. Allow any teacher to register for, and participant in, **up to four concurrent Institutes** over the four-week period, with tuition due for each selected Institute.

**REGISTRATION IS NOW OPEN!**

## MELT 2020 Summer **ONLINE** Institutes

Appalachian State University, Boone NC

**Full Institute**: $300/person w/BOGO

**Shorty Institute**: $200/person w/ BOGO

** **

## June 22 through July 17, 2020

## Full Institutes (3 CEUs): $300 with a Buy-One-Get-One Discount

**Math 1** (high school) (Math CEUs).

**Math 2 **(high school) (Math CEUs).

**Math 3 **(high school) (Math CEUs).

** **FULL** Math 4** (high school) (Math CEUs).

**Discrete Math **(high school) (Math CEUs).

**Desmos: Intro - Advanced **(high school) (Math/DL CEUs combination).

**Numbers, Operations, & Manipulatives (grades K-5)** (Math CEUs).

**Numbers, Operations, & Manipulatives (grades 6-8) **(Math CEUs).

**Fractions: Understanding, Arithmetic, & Application (grades K-5)** (Math CEUs).

**Fractions, Ratios, & Proportions (grades 6-8)** (Math CEUs).

## Shorty Institutes (1.7 CEUs): $200 with a Buy-One-Get-One Discount

**Matrices in the 4 ^{th} Level Math Courses** (high school) (Math CEUs).

**Statistics in the 4 ^{th} Level Math Courses** (high school) (Math CEUs).

**New Ideas in Discrete Math** (high school) (Math CEUs).

**Brief Desmos (grades 6-12)** (Math/DL CEUs combination).

**Digital Learning (grades K-5) **(Digital Learning CEUs).

**Vertical Alignment, Math Curriculum & Instruction (grades K-5) **(Math CEUs).

**Vertical Alignment, Math Curriculum & Instruction (grades 6-8)** (Math CEUs).

**Literacy in Mathematics (grades K-5) **(CEUs Math/Literacy CEUs combination).

**Math Assessment, Interpretation & Application (grades K-5)** (Math CEUs).

**Math Assessment, Interpretation & Application (grades 6-8) **(Math CEUs).

## Summer Institutes Organization

In response to the Coronavirus, for Summer 2020, all MELT Institutes meet **ONLINE** (primarily asynchronous with the possibility of some synchronous and livestream components). Participants will be able to access the Institutes online between June 22^{nd} and July 17^{th}. They will access, complete, and submit assignments online. They will have opportunities to communicate with the instructor, collaborate with other participants, share their work, and get feedback. Some instruction may be livestreamed and some activities and discussions may be synchronous via Zoom or some other online platform. Participants will have most of the same experiences as if they had taken the course face-to-face.

**Institute Curricula. **While the curricula of each Institute focus on the North Carolina content standards, all Institutes are designed to be flexible and meet the needs of teachers from any state. The curricular content of each Institute changes yearly and the Institutes aim to meet the individual needs of all participants. Thus, participants can take pertinent Institutes more than once and their individual state standards will be addressed. Most Institute investigations and experiences include: inquiry-based methods; mathematical modeling; using technology; assessment strategies; reasoning and problem solving; standards on mathematical content, teaching, learning, and practices; and investigating teacher and student beliefs. In order to shed light on the respective mathematics, some Institutes consider mathematical topics and approaches that transcend high school mathematics.

**CEUs and Graduate Credits.** Full Institutes provide 3 CEUs or 2 graduate credits per Institute. Shorty Institutes provide 1.7 CEUs or 1 graduate credit per Institute. For information regarding graduate credits, see below in this document.

**Tuition Cost and Buy-One-Get-One-Free Group Discount.** Tuition for each full Institute is **$300** per person per Institute and **$200** per person for every shorty Institute. MELT also provides a Buy-One-Get-One-Free Group Discount on Institute tuitions. Any teacher, school, or district that buys any seat in any eligible MELT Summer Institute can get one seat in either that same Institute or another eligible Institute tuition free. Pairs of teachers **DO NOT** need to be in the same institute or even in the same week. This discount is even applicable to one teacher who wishes to attend two eligible Summer Institutes for the price of one. Groups of teachers can organize this group discount or a school or district can organize this through the MELT program.

## Summer Institutes Descriptions

**Full Institutes (3 CEUs): $300 with a BOGO Discount**

**Math 1** (high school) (Math CEUs).

**Math 2 **(high school) (Math CEUs).

**Math 3 **(high school) (Math CEUs).

****FULL** Math 4** (high school) (Math CEUs).

These Institutes exemplify the integrated and inquiry-based nature of the content in the respective high school Math 1, Math 2, Math 3, and Math 4, as defined in the North Carolina state content and pedagogy standards. The contents of these high school courses share similarities with curricula in other states. (See *Institute Curricula* above.) The CEUs provided through this Institute are in Mathematics.

**Discrete Math **(high school) (Math CEUs).

This Institute considers topics in North Carolina’s high school discrete math. Many of these topics are consistent with similar courses in other states. Many of these topics are central to further studies in probability and statistics. Topics covered in this Institute may include: information theory, logic, set theory, combinatorics, graph theory, probability, number theory, discrete calculus, geometry, decision theory, and/or discrete analogues of continuous mathematics. (See *Institute Curricula* above.) The CEUs provided through this Institute are in Mathematics.

**Desmos: Intro - Advanced **(high school) (Math/DL CEUs combination).

Desmos is being increasingly integrated in mathematics teaching, learning, and assessment. While introductory uses of Desmos are rather intuitive, it is capable of very sophisticated uses. Some of these uses can lead to powerful student investigations, sophisticated assessment tools, and the deepening of student conceptual development. This NEW institute will investigate employing Desmos as an epistemological (learning) tool and as a pedagogical (teaching) tool, and investigate how to use Desmos to differentiate instruction for different learners. Through various implementations of Desmos, this institute will investigate mathematical concepts found in North Carolina state standards for high school mathematics. (See *Institute Curricula* above.) The CEUs provided through this Institute are in combinations of Mathematics and Digital Learning.

**Numbers, Operations, & Manipulatives (grades K-5)** (Math CEUs).

**Numbers, Operations, & Manipulatives (grades 6-8) **(Math CEUs).

Standards for mathematical content, teaching, learning, and practices require that teachers provide students with opportunities to think deeper and make connections among concepts. **While the strands of numbers and operations are woven **throughout most state standards for mathematics, notably absent in instructional practices are investigations regarding the meaning of the mathematics and why concepts and skills are valid. Furthermore, teachers commonly state that they need help with how to effectively use manipulatives (physical and virtual) in the classroom to develop student conceptual understanding of arithmetic operations and properties. Thus, these two Institutes integrate the notions of number, operations, and meaning with a focus on the use of manipulatives. Through inquiry-based instructional techniques that model best educational practices, these Institutes investigate topics in these strands, use problem solving and modeling, and have participants engage in and develop activities commensurate with these strands in grades K-5 and 6-8. (See *Institute Curricula* above.) The CEUs provided through these Institute are in Mathematics.

**Fractions: Understanding, Arithmetic, & Application (grades K-5)** (Math CEUs).

**Fractions, Ratios, & Proportions (grades 6-8)** (Math CEUs).

Standards for mathematical content, teaching, learning, and practices require that teachers provide students with opportunities to think deeper and make connections among concepts. **While the strands of fractions, ratios, proportions, and geometry are woven **throughout most state standards for mathematics, notably absent in instructional practices are investigations regarding the meaning of the mathematics and why concepts and skills are valid. Thus, these two Institutes integrate these notions and infuse them with meaning. Through inquiry-based instructional techniques that model best educational practices, these Institutes investigate topics in these strands, use problem solving and modeling, and have participants do and develop activities commensurate with these strands in grades K-5 and 6-8. (See *Institute Curricula* above.) The CEUs provided through this Institute are in Mathematics.

## Shorty Institutes (1.7 CEUs): $200 with a BOGO Discount

**Matrices in the 4 ^{th} Level Math Courses** (high school) (Math CEUs).

The study of matrices and their applications appears in the 4^{th} level math courses. Since many teachers have not investigated matrices for a number of years, this institute provides a refresher on the meaning, arithmetic, and applications of matrices. This institute will investigate matrices as presented in the 4^{th} level math courses. (See *Institute Curricula* above.) The CEUs provided through this Institute are in Mathematics.

**Statistics in the 4 ^{th} Level Math Courses** (high school) (Math CEUs).

The study of statistics and its applications appears in 4^{th} level math course. Since many teachers have not investigated statistics for a number of years, this institute provides a refresher on the meaning, arithmetic, and applications of statistics. This institute will investigate statistics as presented in the 4^{th} level math courses. (See *Institute Curricula* above.) The CEUs provided through this Institute are in Mathematics.

**New Ideas in Discrete Math** (high school) (Math CEUs).

Many teachers have expertise teaching discrete mathematics. However, with recent revisions to North Carolina’s description of the high school discrete math, some topics in discrete math are new and warrant investigation. Many of these new topics are consistent with such in similar courses in other states and are central to further studies in probability and statistics. This institute will consider some of these topics. (See *Institute Curricula* above.) The CEUs provided through this Institute are in Mathematics.

**Brief Desmos (grades 6-12)** (Math/DL CEUs combination).

Desmos is being increasingly integrated in mathematics teaching, learning, and assessment. While uses and applications of Desmos can be very sophisticated, many uses are quite intuitive and easy to learn. This institute will investigate employing Desmos as an epistemological (learning) tool and as a pedagogical (teaching) tool, and investigate how to use Desmos to differentiate instruction for different learners and to deepen student conceptual understanding. Through various implementations of Desmos, this institute will investigate mathematical concepts found in North Carolina state standards for grades 6-12 mathematics. (See *Institute Curricula* above.) The CEUs provided through this Institute are in combinations of Mathematics and Digital Learning.

**Digital Learning (grades K-5) **(Digital Learning CEUs).

Few fields have at their disposal as many technology tools as mathematics. These tools can be differentiated by epistemological (learning) tools and pedagogical (teaching) tools, with some tools working effectively, albeit differently, as both. Through various implementations of mathematical technology, this institute will investigate mathematical concepts found in North Carolina state standards for elementary grades mathematics. Thus, this Institute simultaneously investigates both mathematics and appropriate technology. Participants in this institute will be better prepared to use technology associated with their teaching and their students’ learning of math. (See *Institute Curricula* above.) The CEUs provided through this Institute are in combinations of Math and Digital Learning.

**Vertical Alignment, Math Curriculum & Instruction (grades K-5) **(Math CEUs).

**Vertical Alignment, Math Curriculum & Instruction (grades 6-8)** (Math CEUs).

These two Institutes will be of value to both teachers and school/district leaders in math. Many teachers are highly knowledgeable about the curriculum in the grade(s)/course(s) they teach. However, some teachers need more information regarding these dimensions associated with grades/courses which precede and follow theirs. These Institutes considers vertical alignment of content and standards from K-5 and 6-8 respectively. The contents of these institutes change yearly. Through this work, teachers and school/district math leaders will: be empowered to better plan instruction and assessment; recognize expected student understanding in preceding and following math courses; and better meet the needs of their students. School/district math leaders will better be able to support their teachers. (See *Institute Curricula* above.). The CEUs provided through these Institutes are in Math.

**Literacy in Mathematics (grades K-5) **(CEUs Math/Literacy CEUs combination).

Literacy in mathematics is fundamental to learning. In order to learn and communicate mathematical ideas, students must be able to read and write in the content of mathematics. This institute will: differentiate between what literacy looks like in ELA and in Mathematics; identify the difficulties in learning the language of mathematics; develop strategies to overcome these difficulties; and develop strategies to help students interpret problems without the teacher reading and interpreting them for the students. When appropriate, activities will be differentiated to address the needs of teachers in their respective grades. While some children's books will be connected to math activities, the primary focus are the preceding goals. (See *Institute Curricula* above.) The CEUs provided through this Institute are in combinations of Literacy and Math.

**Math Assessment, Interpretation & Application (grades K-5)** (Math CEUs).

**Math Assessment, Interpretation & Application (grades 6-8) **(Math CEUs).

There are ever increasing assessment tools available to teachers. Each has its particular strengths, weaknesses, and purposes (e.g., conceptual understanding versus skills and formative versus summative). These two Institutes investigate the nature of appropriate formative and summative mathematics assessments in K-5 and 6-8 respectively. Investigated will be: available assessments; the nature and purpose of assessments; assessing assessments; creating effective assessments; and interpreting the results of assessments. (See *Institute Curricula* above.) The CEUs provided through this Institute are in Mathematics.

## Structural Background of Summer Institutes

All MELT Institutes are developed to address the seemingly continual revision of state and national standards. Each Institute is modified annually in order to meet the most recent state and national standards recommendations. Furthermore, each Institute is developed in a manner that will allow for participant experiences to be commensurate with the needs of their students, school, district, and state. Regardless of the state from which a participant comes and which set of standards that state is using, MELT will ensure that the content and style of each Institute is sufficiently individuated to meet the needs of all participants. As registrations are received, MELT personnel and instructors collaborate to ensure that the class instruction and experiences are appropriate for all participants and specifically address each respective set of standards.

All MELT Institutes use a framework that integrates the domains of content, pedagogy, technology, and leadership.

Each MELT Institute attempts to best mirror the recommendations, philosophy, structure and intent of the standards. MELT Institutes assist teachers in understanding the nature of the state-specific standards and help them to translate content and instructional techniques to their own classrooms to support student learning.

The content and delivery of each Institute is considered through a number of perspectives. Course appropriate and integrated mathematical content is experienced in every Institute offering. Although a course may be denoted as addressing only a few mathematical topics, integration of a far greater number of topics commonly occurs. Some of these topics include algebra, geometry, probability, statistics, discrete math, and mathematical modeling. The content mirrors the style and content proposed in respective state standards and significantly extends upon such both in depth and through connections. This ensures that MELT participants gain both the content knowledge and the confidence to replicate and extend the content covered in these Institutes in their own classrooms.

Within the instructional and learning experiences in each MELT Institute, integrated pedagogical and epistemological considerations and experiences are paramount and accompany the mathematical content. Among others, these experiences include instruction and learning through: inquiry-based methods, mathematical modeling, using technology, assessment strategies, reasoning and problem solving, standards on mathematical teaching, learning, practices, and investigating teacher and student beliefs.

Each Institute is infused with consideration of the nature and practice of leadership. Participants will consider means and techniques of bringing what they have learned back to their classrooms, schools and districts. What it means to be a Mathematics Education Leader, what might that look like, and the many forms that may take in individual schools and districts is investigated.

## Information about MELT Institutes

For Summer 2020, MELT Institutes are **ONLINE** (primarily asynchronous with the possibility of some synchronous and livestream components). MELT instructors are university faculty and master K-12 teachers with decades of experience both in classrooms and in curriculum development.

All MELT Institutes will be held during the four weeks from June 22^{nd} through July 17^{th}.

Full Institutes can be taken for either 3 CEUs (most common) or 2 graduate credits. Shorty Institutes can be taken for either 1.7 CEUs (most common) or 1 graduate credit. Information regarding graduate credits are on following pages.

All MELT registrations are submitted through an online application form. The online registration system will open in January 2020. Registrations will be accepted first-come-first-served until Institutes are filled.

MELT tuitions are non-refundable. Cancellations received in writing will receive credit for the MELT program in the following year. ASU and the MELT program reserve the right to cancel Institutes no less than three weeks before the first day of the Institute. If Institutes are cancelled, affected registrants will receive 100% reimbursement for their MELT Registration fees or be allowed to attend an alternate Institute. Questions should be directed to Dr. Michael Bossé, MELT@appstate.edu; Office Phone: (828) 262-2862.

MELT Institutes for CEUs or Graduate Credits

While any MELT Institute can be taken for Continuing Education Units (CEUs) and without graduate course credit, some participants may wish to earn graduate credits to assist them in their graduate program pursuit.

**MELT Collaboration with Graduate Studies at Appalachian State University**

Participants who wish to receive academic credit for graduate courses associated with the MELT institutes (2 credits per institute) may do so for the additional cost of graduate tuition and fees. In addition to attending the institute, you will be required to complete several graded assignments under the supervision of the MELT Director.

The process for receiving academic credit depends on your current status as a student at Appalachian:

**(A) If you are a current graduate student enrolled in Spring classes at Appalachian**, you will be registered for the course by the MELT program upon receipt of the institute application form and institute fee. You will be billed for tuition and fees separately by the University through your student account.

**(B) If you are not enrolled in Spring classes at Appalachian**, you will need to seek admission to the School of Graduate Studies by completing the online application at https://www.gradadmissions1.appstate.edu/gradweb/default.asp.

- Students who HAVE completed a graduate course at Appalachian in the last seven years must apply to be readmitted as a graduate student. There is no fee for readmission.
- Students who HAVE NOT completed a graduate course at Appalachian in the last seven years will need to apply for admission. There is a one-time application fee (currently $65), that you will be charged during the online application process.

You will be registered for the course by the MELT program coordinator upon notification of admission from the School of Graduate Studies and receipt of the institute application form and fee.

If you have additional questions or need assistance with the process for academic credit, please contact Dr. Holly Hirst, Mathematics Graduate Program Co-Director, hirsthp@appstate.edu.

For more information regarding the MELT Program and MELT Institutes, contact

Michael J. Bossé

MELT@appstate.edu

Distinguished Professor of Mathematics Education and MELT Program Director

Dept. of Mathematical Sciences, 243 Walker Hall, 121 Bodenheimer Dr.,

Appalachian State University, Boone NC 28608-2092

Phone: (828) 262-2862