Summer Institutes

150webres.jpg

SUMMER 2022 MELT Institutes

 

For Summer 2022, each MELT Institutes will:


1.  Be Face-to-Face with a limited number of seats available for additional Synchronous Online participation for those who cannot come to Boone.  

2.  Cost $175 per person per institute.  Note that, rather than a Buy-One-Get-One discount, there will be ONE FLAT RATE for all.

3.  Provide a maximum of 3 CEUs or 2 graduate credits, depending on the level of participation by each registrant.


All MELT registrations are submitted through an online application form.  The online registration system will open in January 2022.  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. 


Summer Institutes Schedule

June 20-24:  

Math Content and Pedagogy in Grades K-2; 

Teaching and Learning with Math Manipulatives for K-8; 

Math 1 (high school);   

Mathematics Teaching in the Context of ELL/ESL (K-12);  

Desmos (9-12); 


June 27-July 1st:  

Math Content and Pedagogy in Grades 3-5; 

Teaching Math to Special Education Students (6-12); 

Math 2/3 (high school); 

Probability and Statistics (in Math 1-4);  

Desmos (6-8); 


July 11-15: 

Math Content and Pedagogy in Grades 6-8; 

Math 4 (high school); 

Teaching Math to Special Education Students (K-5); 

Teaching CCRG and Developmental Math; 

Desmos Computation Layer (9-12); 

  

Summer Institutes Descriptions

Math 1, 2/3, 4 (high school) (3 CEUs in math)

These THREE Institutes (Math 1, Math 2/3, and Math 4) exemplify the integrated and inquiry-based nature of the content in the high school math courses as defined in the North Carolina state content standards, with additional considerations of pedagogical best practices.  Institute experiences include instruction and learning through: 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.  (Note that for the Math 2/3 Institute, participants will be able to select to focus on Math 2 or Math 3.  Activities will span both courses, and additional activities will be provided for each specific course.)  For any participants from outside of North Carolina, MELT will ensure that the content and style of this Institute is sufficiently individualized to meet the needs of all participants.  In order to shed light on the mathematics in these courses, some of the mathematical topics and approaches in this Institute transcend high school mathematics.  The CEUs provided through this Institute are in math.   

 

Probability and Statistics (in Math 1-4) (3 CEUs in math)

Data, probability, and statistics have an increased role in many of today’s state standards and are woven throughout Math 1-4 courses.  However, this content is integrated in courses in ways different than many teachers have traditionally seen in the past.  Additionally, the investigation of this content through most state standards is much more inquiry-based and constructed upon mathematical modeling than in the past.  While this Institute focusses on the standards of North Carolina, this Institute considers probability and statistics content through experiences and techniques commensurate with the mathematics proposed in various state standards and through more advanced mathematics that sheds light on the probability and statistics at hand.  The plan for this Institute is to focus 1-2 days on probability and statistics in Math 1-3 and approximately 2.5 days in respect to Math 4.  The CEUs provided through this Institute are in math.   

 

Teaching and Learning with Math Manipulatives (Grades K-8) (3 CEUs in math or general)

Both physical and virtual manipulatives for the teaching and learning of math are ubiquitous.  Unfortunately, many teachers have not received training on the proper teaching (pedagogical) with, and learning (epistemological) through, manipulatives.  Additionally, few have had the opportunity to investigate the differences affecting teaching and learning in respect to physical versus virtual manipulatives.  This Institute will provide a deep dive into manipulatives commonly seen in grades K-8 math classrooms, and some less frequently seen.  We will investigate teaching and learning through math manipulatives and the representational determinism of each manipulative.  Investigations will also consider the mathematical practices commonly recognized in the North Carolina standards (problem solving and perseverance; abstract and quantitative reasoning; construct and critique arguments; model with mathematics; strategically use appropriate tools; attend to precision; and find and use of structure).  For any participants from outside of North Carolina, MELT will ensure that the content and style of this Institute is sufficiently individuated to meet the needs of all participants.  The CEUs provided through this Institute are in math, general, or in a combination of both, as is needed by the participant.


Teaching Math to Special Education Students in Grades K-5  (3 CEUs in math)

Teachers of mathematics to students with learning disabilities are an underserved community.  They require support and understanding of both content, pedagogy, and learning associated with this population of students. This institute will focus on students with math disabilities who are served within the K- 5 general curriculum. We will examine the relationship between cognitive function and acquisition of mathematical skills. Explore math domains within K-5 (e.g. number sense, whole numbers) and analyze common struggles and errors made by students within each domain. Participants will also examine components of research-based interventions at the Tier 2 and Tier 3 level of an MTSS framework.  The CEUs provided through this Institute are in math, general or special education, or in a combination of these as is needed by the participant.


Teaching Math to Special Education Students in Grades 6-12 (3 CEUs in math)

Teachers of mathematics to students with learning disabilities may be an underserved community.  These teachers need support and understanding of both content, pedagogy, and learning associated with this population of students.  These TWO Institutes (one for K-5 and one for 6-12) will cover common struggles of students who have math difficulty, including the relationship between cognitive function and acquisition of mathematical skills.  In addition, participants will analyze common mathematical errors made by students with math disabilities with regard to numerous mathematics domains and topics as defined by greatest research bases and where students with disabilities most frequently struggle.  Participants will also examine components of research-based interventions at the Tier 2 and Tier 3 level of an MTSS framework.  The CEUs provided through this Institute are in math, general or special education, or in a combination of these as is needed by the participant.


Math Content and Pedagogy for (Grades K-2), (Grades 3-5), and (Grades 6-8) (3 CEUs in math or general)

These THREE Institutes (one for K-2, one for 3-5, and one for 6-8) focus on the mathematics recognized in each respective grade band.  The mathematics will be considered through the relevant content strands, with the anticipation of covering approximately one strand per day.  Investigations will also consider the mathematical practices commonly recognized in the North Carolina standards (problem solving and perseverance; abstract and quantitative reasoning; construct and critique arguments; model with mathematics; strategically use appropriate tools; attend to precision; and find and use of structure).  For any participants from outside of North Carolina, MELT will ensure that the content and style of this Institute is sufficiently individualized to meet the needs of all participants.  The CEUs provided through this Institute are in math, general, or in a combination of both, as is needed by the participant.


Mathematics Teaching in the Context of ELL/ESL (3 CEUs in math or general)

Language is a basic human right for those who live in and champion the values of democratic society.  Both students’ languages and their cultures are strengths of a mathematics classroom rather than a liability.  For these reasons, this institute will explore both theoretical literature and practical best practices for working with English Language Learners (ELLs) in mathematics.  Within this institute, participants will learn about teaching mathematics to students learning English as an additional language, as well as children who are multilingual, immigrants, or refugees.  The institute is designed to help teachers understand the needs of emergent bilingual students, learn to use students’ languages and cultures as a resource in mathematics classrooms, and implement research-based instructional strategies that are effective in teaching mathematics to these learners.  The CEUs provided through this Institute are in math, general, or in a combination CEUs, as is needed by the participant.   

 

Desmos (Grades 6-8) and (Grades 9-12) (3 CEUs in math, digital literacy, or general)

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.  These TWO institutes (one for 6-8 and one for 9-12) 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.  For any participants from outside of North Carolina, MELT will ensure that the content and style of this Institute is sufficiently individualized to meet the needs of all participants.  The CEUs provided through this Institute are in mathematics, digital learning, or in a combination, as needed by the participant.

 

Teaching Students Who Struggle in Math and Developmental Math (3 CEUs in math or general)

Both high school and college developmental students need additional support structures, and teachers of these courses need additional training directed toward these students.  With the continued increase of enrollment at post-secondary institutions, students are entering increasingly underprepared for the institutions' rigor and expectations.  Students are becoming disengaged with learning and more disconnected from mathematics, as many schools change how the material is being presented.  Much of this is particularly due to the increase in disconnectedness between them, mathematics, and their view and expectations of mathematics success.  The lack of engagement has created self-doubt for many students, affecting their beliefs about their place in mathematics, impacting their attitudes as they enter new mathematical coursework, and moving them to a fixed mindset, limiting their potential for deeper and applicable mathematic understanding.  This institute will investigate and discuss ways of engaging students using varying teaching, learning, self-reflection tools.  These tools are designed to engage students by building a deeper relational understanding of algebra and forming a foundational understanding of its concepts, building problem-solving strategies that will be applicable to mathematics and other coursework, and building student self-confidence through constant reflection, review, and growth mindset tasks to promote personal growth and an improved attitude towards mathematics.  For any participants from outside of North Carolina, MELT will ensure that the content and style of this Institute is sufficiently individualized to meet the needs of all participants.  The CEUs provided through this Institute are in math, general, or in a combination, as needed by the participant.


Desmos Computational Layer (Grades 9-12) (3 CEUs in math, digital literacy, or general)

Desmos is being increasingly integrated in mathematics teaching, learning, and assessment.  Some of these uses can lead to powerful student investigations, sophisticated assessment tools, and the deepening of student conceptual development.  Many teachers are aware of building simple apps in Desmos.  However, many now wish to go more deeply Demos’ programming and investigate the Computational Layer.  By editing the computational layer, existing Desmos apps can be more targeted to students’ needs, and Desmos apps can be modified to be more user friendly.  This institute investigates the Desmos computational layer through many mathematical topics.  Note, this Institute is not recommended for beginner Desmos users.  Participants in this Institute should have some comfort with classroom uses of Desmos from both the teacher and learner perspectives. Through various implementations of Desmos, this Institute will investigate mathematical concepts found in North Carolina state standards for high school mathematics.  For any participants from outside of North Carolina, MELT will ensure that the content and style of this Institute is sufficiently individualized to meet the needs of all participants.  The CEUs provided through this Institute are in math, digital learning, general, or in a combination, as needed by the participant.


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

All MELT registrations are submitted through an online application form.  The online registration system will open in January 2022.  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. 

Please make check payable to:    ASU Math Department

                                                               MELT

                                                               121 Bodenheimer Drive

                                                               341 Walker Hall

                                                               Boone, NC 28608

 

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