Running Head: DTTP

District Technology Training Plan for Montgomery County Public Schools Whitney Treichler EDTC640 University of Maryland University College, Adelphi

DTTP

Abstract This District Technology Training Plan (DTTP) was developed for Montgomery County Public Schools. The DTTP considered the needs of school staff in regards to professional development, instructional needs and current trainings already available. Four workshops covering a wide-range of technology topics were developed for classroom teachers, support staff and administrators. The DTTP provides further details for one of the trainings on using virtual manipulatives to teach different mathematical concepts in the elementary classroom. A one day training from this workshop is detailed in full and all resources for the training are provided.

DTTP District Technology Training Plan for Montgomery County Public Schools Overview of MCPS Montgomery County Public Schools (MCPS) is the largest school district in Maryland with over 145,000

students. These students come from more than 164 countries and speak more than 184 languages. The demographics of the student population include 21.2% African American, 0.2% American Indians, 14.3% Asian American, 26% Hispanic and 33.7% white (Montgomery County Public Schools, 2012a). There are 131 elementary schools, 38 middle schools and 25 high schools with 11,556 total teachers. These teachers are tasked with providing a high-quality, world-class education that ensures success for every student through excellence in teaching and learning (Montgomery County Public Schools, 2012b). One way to provide such a quality, world-class education is integrating technology into teaching and learning. Technologies vary at different school locations. There is no standard requirement for how much technology should be in a classroom. The ratio for computers to students should be 5:1, however (M. Morrow, personal communication, June 29, 2012). School administration decides how many computers will go into each classroom. Extra technology like Promethean Boards, ELMOs, and LCD projectors can be purchased separately using funds from the county, PTA money or grant money. Still, it is the administration that decides how the money should be spent. Consequently, some schools have Promethean Boards in every classroom, while other schools have one Promethean Board for the entire school. The Maryland State Department of Education (2010) states that in Montgomery County, 18,269 classrooms have desktop computers, and just 3,571 classrooms have interactive whiteboards like a Promethean Board. Audience Analysis and Needs Assessment A concern that permeates all schools in MCPS is that teachers are not prepared to use the technology afforded to them because of lack of professional development (PD). Software, both free and purchased, goes unused for instruction and expensive technologies like Promethean Boards sit idly in classrooms. Twenty-five classroom teachers were interviewed at one elementary school, one middle school and one high school in different locations around the county. They were asked what kind of PD would be most useful. The overwhelmingly majority answered technology (see Figure 1).

DTTP

Technology Special education Cla ssroom management ESOL students

Figure 1. Types of PD that would be most useful to teachers Understanding that technology PD is a huge need in the county, two separate surveys were created to identify issues with technology implementation and what types of technology training would be most advantageous for teachers. These surveys were emailed to classroom teachers, administrators and support staff. A total of 98 staff members replied to the first survey. Participants were asked what issues were impeding their ability to use technology during instruction. Participants were instructed to check as many boxes that applied. Table 1 shows the number of responses for each issue. Table 1 Responses to Issues Regarding Technology Use Issues Lack of knowledge No training/professional development Too complicated Broken equipment/technology Prefer other methods Number of Responses 84 78 37 24 42

The first two issues, lack of knowledge and no training/professional development stand out as the largest concerns. In the comments sections, many teachers voiced frustrations about how little training there has been at their school. Some even stated they did not know technology training even existed. It is clear that technology trainings need to become a priority for MCPS teachers. In the second survey, participants were asked what type of technology training would be most useful. Participants named technology topics that would be most beneficial to their teaching. One hundred staff members took part in this survey. Figure 2 shows the results of the five most common responses.

DTTP

Promethea n Board/ ActivInspire Virtua l ma nipula tives Wikis & blogs Assistive technology Podca sts

Figure 2. Types of technology training According to this survey, the largest need is training for Promethean Boards and its software, ActivInspire. The county offers a current training, Effective Instruction in the 21st Century Interactive Classroom, as well as different levels of ActivInspire workshops differentiated by grade level. With so many classrooms without this technology, it would not be wise to add more trainings to the schedule. MCPS should promote the current trainings already in place so attendance goes up and the effective use of this technology will increase. The second most popular topic was virtual manipulatives. Virtual manipulatives are used for math instruction and are a recent technology made popular by websites, like the National Library of Virtual Manipulatives and Illuminations. They are free, available at home and school, and can be used at every grade level, from K to 12. No current trainings exist for virtual manipulatives in the K-12 classroom. These reasons make hosting a virtual manipulatives training workshop very attractive. Additionally, looking at Maryland State Assessment (MSA) scores for the entire county, 11.1% of third graders, 8.9% of fourth graders and 13.8% of fifth graders are scoring basic on the math assessment. When looking at eighth grade, this jumps to 25.3% (Montgomery County Public Schools, 2011). These percentages are much higher than those scoring basic on the reading MSA. This demonstrates the need to increase focus on quality math instruction. Currently, there are no trainings on the topic of wikis and blogs. These types of Web 2.0 tools can benefit both students and parents. Wikis and blogs are a way for students to communicate online with their peers, but also a large, possibly world-wide audience. They can showcase student work and update families on the happenings of a class. Most importantly, they can be used for any subject with any grade level. Due to the versatility, teachers should be trained on how these tools can be integrated into instruction. Assistive technology and special education are usually thought of as going hand-in-hand. However,

DTTP assistive technologies can help all K-12 students. There are varying kinds of technologies that include Web 2.0 tools, software, and hardware. Unfortunately, there has been limited training in the county on these types of technologies and how they can support teaching and learning. Podcasting is a newer technology, and an area that many teachers may know little about given its low ranking in the second survey. Currently, there are no MCPS trainings on the topic. Students and teachers can create podcasts to upload to a website that can be shared with listeners from around the globe. Similar to blogs and wikis, they can be used as an effective communication tool at every grade level, in every subject area. Since more comprehensive technology training is needed to support the needs of MCPS employees, a district technology training plan has been developed to assist K-12 teachers, support staff, and administrators on a wide-range of technology topics. Audience Workshop trainings will be provided to all MCPS K-12 teachers, including administrators and support staff. They will be promoted through the schools administration, professional development teacher, and the MCPS website. Trainings will be differentiated by grade level and teacher skill level so teachers will not have to relearn material that they already mastered. Teachers have vast backgrounds, varying amounts of experience and different areas of expertise. The technology trainings provided by MCPS will be tailored to meet the needs of diverse groups of teachers so they can take the knowledge they gained and apply it in their own classroom. These will be practical, hands-on trainings that will help to alleviate the professional development issues made apparent in the first survey (see Table 1). So instructors know basic information about the teachers participating in the trainings, this audience survey will be emailed to all participants ahead of time. Goals/Objectives The district technology training plan will meet the following overall objectives:

Teachers will be able to integrate technology into daily instruction Teachers will able to use software, hardware and Web 2.0 tools to improve student academic achievement Teachers will be able to explain the effectiveness of using different types of technology in instruction Teachers will improve their own technology pedagogy Administrators will promote use of technology in instruction

After workshop completion, teachers should have clear and definitive ideas on how to integrate different technologies into their every day teaching. They should understand how the technologies work and why they are effective in teaching various concepts and supporting student achievement. Teachers and administrators should work as a team to ensure that technologies are being utilized in the correct manner to have the largest impact on student achievement.

DTTP DTTP Workshop Details Based on the needs highlighted by staff, cross-referenced by the trainings already offered by MCPS, these new workshops have been created: Title Audience Duration Description Virtual Manipulatives in the Mathematics Classroom K-12 classroom teachers, support staff, administration Five day workshop differentiated by grade level, mathematics topic and teacher skill level

Workshop trainings are designed to educate teachers about using virtual manipulatives on sites such as NLVM and Illuminations to teach and review mathematical concepts. Trainings will compare the use of physical manipulatives (or more traditional teaching methods) to virtual manipulatives. The tie-in to each grade levels math curriculum will be discussed. Beginner trainings utilize virtual manipulatives that have been introduced in the new curriculum, Curriculum 2.0. The advanced trainings will quickly review the use of those manipulatives and then cover the use of virtual manipulatives that have not been introduced via Curriculum 2.0.

Title Audience Duration Description

Wikis and Blogs in the Classroom K-12 classroom teachers, support staff, administration Two day workshop differentiated by grade level and teacher skill level Workshop trainings will focus on how to create wikis and blogs, how they can be used for communication purposes, be integrated into classroom lessons and activities, and support academic achievement in various subject areas. Kidblog.org, blogger.com, edublogs.org, glogster.com, and wikispaces.com will be utilized during trainings. Beginner trainings will focus on basic use of these sites and initial set-up of blogs and wikis for classroom use. Groups created by grade level will discuss implementation ideas related to curriculum goals. Advanced trainings will not focus heavily on set-up, but instead on how they can be utilized for student achievement, such as creating work portfolios. Examples of blogs and wikis from teachers in the training will be shared.

Title Audience

Assistive Technologies for All Students K-12 classroom teachers, support staff, administration

DTTP

Duration Description

Three day workshop differentiated by grade level, teacher skill level, and type of technology Workshop trainings will focus on how different types of assistive technologies, hardware software, and Web 2.0 tools, can benefit all students in a classroom. Software includes Clicker5, Kurzweil, One Note, and Word Q. Hardware includes AlphaSmart Neo, Fusion and Live Scribe Pen. Web 2.0 tools include Animoto, Audacity and Discovery Streaming. Beginner trainings will focus on how these technologies work and can be used to support classroom instruction in various subject areas. Participants in the advanced trainings should have an understanding of how they work, so the focus will be on using the technologies to meet specific curriculum goals and how the technologies can be differentiated for different ability levels. Participants will be encouraged to share their use of assistive technologies in the classroom.

Title Audience Duration Description

Podcasting in the Classroom K-12 classroom teachers, support staff, administration Two day workshop differentiated by grade level and teacher skill level Workshop trainings will focus on how podcasts can be used to supplement student learning. Participants will learn about podcasting tools, how to create a podcast, how they can be used for instruction and student self-expression. Tools include iPods, iTunes. Audacity, GarageBand, and Free Sound Recorder. Beginner trainings will focus on different tools that can be used for podcasting, how to create a podcast, and connections to curriculum goals. Advanced trainings will be for participants who already know how to create podcasts. The focus will be on comparing different podcasting tools, classroom management skills for podcasting, meeting curriculum goals and improving technical skills. Participants will be encouraged to share podcasts created with their students.

The first workshop, Virtual Manipulatives in the Mathematics Classroom, has been detailed below. Specifics are provided for each days topic and objectives. Since the workshop will be differentiated by grade level, this is an overview of the primary trainings for K-5 teachers.

Using Mathematics Virtual Manipulatives in the Elementary Classroom Monday Primary Building Tuesday Primary Data Wednesday Primary Geometry Thursday Friday

DTTP

Number Sense Beginner Primary Building Number Sense Advanced Intermediate Building Number Sense Beginner Intermediate Building Number Sense - Advanced

Analysis All Levels Intermediate Data Analysis All Levels

Skills Beginner Primary Geometry Skills - Advanced Intermediate Geometry Skills Beginner Intermediate Geometry Skills Advanced

Primary Measurement Skills All Levels Intermediate Measurement Skills All Levels

Primary Algebra Skills All Levels Intermediate Algebra Skills All Levels

Primary workshops are for grades K-2 / Intermediate workshops are for grades 3-5 All workshops are from 9:00am-1:00pm. See the below training descriptions for details about beginners versus advanced.

Training title Duration Objectives

Resources

Primary Building Number Sense - Beginner 4 hours on Monday By the end of the training, teachers will be able to: Add and subtract using virtual base ten blocks and virtual number lines Count and add money using virtual coins and bills Skip count using a virtual hundreds chart Name and create virtual fractions Compare virtual manipulatives to physical manipulatives Explain why specific virtual manipulatives are effective in teaching mathematics concepts http://nlvm.usu.edu/en/nav/category_g_1_t_1.html

Training title Duration Objectives

Resources

Primary Building Number Sense - Advanced 4 hours on Monday By the end of the training, teachers will be able to: Compose and decompose tens and hundreds with a virtual chip abacus Solve a virtual Diffy subtraction problem Make fractions using virtual shapes Count and skip count using virtual objects Compare virtual manipulatives to physical manipulatives Explain why specific virtual manipulatives are effective in teaching mathematics concepts http://nlvm.usu.edu/en/nav/category_g_1_t_1.html http://illuminations.nctm.org/Activities.aspx?grade=1

DTTP

10

Training title Duration Objectives

Resources

Intermediate Building Number Sense - Beginner 4 hours on Monday By the end of the training, teachers will be able to: Add and subtract using virtual base ten blocks Add positive and negative integers using a virtual circle game Factor numbers to the lowest prime number using a virtual factor tree Count and make change using virtual coins and bills Compare virtual manipulatives to physical manipulatives Explain why specific virtual manipulatives are effective in teaching mathematics concepts http://nlvm.usu.edu/en/nav/category_g_2_t_1.html

Training title Duration Objectives

Resources

Intermediate Building Number Sense - Advanced 4 hours on Monday By the end of the training, teachers will be able to: Solve virtual addition number puzzles to reach a target sum Solve virtual multiplication and division rectangle problems Place numbers on a virtual number line Identify virtual number patterns involving multiples Compare virtual manipulatives to physical manipulatives Explain why specific virtual manipulatives are effective in teaching mathematics concepts http://nlvm.usu.edu/en/nav/category_g_2_t_1.html

Training title Duration Objectives

Resources

Primary Data Analysis All levels 4 hours on Tuesday By the end of the training, teachers will be able to: Create a virtual bar graph to display data Create a virtual pie chart to display data Use a virtual spinner to show chance and probability Compare virtual manipulatives to physical manipulatives Explain why specific virtual manipulatives are effective in teaching mathematics concepts http://nlvm.usu.edu/en/nav/category_g_1_t_5.html

Training title Duration Objectives

Resources

Intermediate Data Analysis All levels 4 hours on Tuesday By the end of the training, teachers will be able to: Create a virtual bar graph to display data Create a virtual pie chart to display data Create a virtual scatter plot to display data Create a virtual histogram to display data Compare virtual manipulatives to physical manipulatives Explain why specific virtual manipulatives are effective in teaching mathematics concepts http://nlvm.usu.edu/en/nav/category_g_2_t_5.html http://nlvm.usu.edu/en/nav/category_g_3_t_5.html

DTTP

11

Training title Duration Objectives

Resources

Primary Geometry Skills - Beginner 4 hours on Wednesday By the end of the training, teachers will be able to: Sort virtual plane shapes by color, shape and size Build plane shapes using a virtual geoboard Create plane shapes using virtual Tangrams and pattern blocks Compare virtual manipulatives to physical manipulatives Explain why specific virtual manipulatives are effective in teaching mathematics concepts http://nlvm.usu.edu/en/nav/category_g_1_t_3.html

Training title Duration Objectives

Resources

Primary Geometry Skills - Advanced 4 hours on Wednesday By the end of the training, teachers will be able to: Identify virtual shapes that fit into Tangram figures Create virtual 3D shapes using a geoboard Create complex patterns using virtual plane shapes Create congruent plane shapes using virtual Compare virtual manipulatives to physical manipulatives Explain why specific virtual manipulatives are effective in teaching mathematics concepts http://nlvm.usu.edu/en/nav/category_g_1_t_3.html

Training title Duration Objectives

Resources

Intermediate Geometry Skills - Beginner 4 hours on Wednesday By the end of the training, teachers will be able to: Identify the attributes of virtual 3D shapes Identify the area and perimeter of virtual plane shapes on a geoboard Create congruent plane shapes using virtual pentominoes Create tessellations using virtual plane shapes Compare virtual manipulatives to physical manipulatives Explain why specific virtual manipulatives are effective in teaching mathematics concepts http://nlvm.usu.edu/en/nav/category_g_2_t_3.html

Training title Duration Objectives

Intermediate Geometry Skills - Advanced 4 hours on Wednesday By the end of the training, teachers will be able to: Transform virtual plane shapes Compose and decompose plane shapes Use virtual 3D shapes to create new 3D shapes Identify the attributes of virtual 3D shapes Compare virtual manipulatives to physical manipulatives Explain why specific virtual manipulatives are effective in teaching mathematics

DTTP

12

Resources

concepts http://nlvm.usu.edu/en/nav/category_g_2_t_3.html http://illuminations.nctm.org/Activities.aspx?grade=1

Training title Duration Objectives

Resources

Primary Measurement Skills All levels 4 hours on Thursday By the end of the training, teachers will be able to: Tell time using a virtual clock Measure lines with a virtual ruler Measure the distance of a virtual path Compare virtual manipulatives to physical manipulatives Explain why specific virtual manipulatives are effective in teaching mathematics concepts http://nlvm.usu.edu/en/nav/category_g_1_t_4.html http://illuminations.nctm.org/Activities.aspx?grade=1

Training title Duration Objectives

Resources

Intermediate Measurement Skills All levels 4 hours on Thursday By the end of the training, teachers will be able to: Convert units of measurement Identify the area and perimeter of a virtual shape Tell time and solve elapsed time problems using a virtual clock Compare virtual manipulatives to physical manipulatives Explain why specific virtual manipulatives are effective in teaching mathematics concepts http://nlvm.usu.edu/en/nav/category_g_2_t_4.html

Training title Duration Objectives

Resources

Primary Algebra Skills All levels 4 hours on Friday By the end of the training, teachers will be able to: Solve related addition and subtraction problems Complete virtual patterns Identify equal expressions using a virtual balance Compare virtual manipulatives to physical manipulatives Explain why specific virtual manipulatives are effective in teaching mathematics concepts http://illuminations.nctm.org/Activities.aspx?grade=1 http://nlvm.usu.edu/en/nav/category_g_1_t_2.html

Training title Duration Objectives

Intermediate Algebra Skills All levels 4 hours on Friday By the end of the training, teachers will be able to: Visualize multiplying and factoring algebraic expressions using virtual tiles Solve virtual puzzles by manipulating numbers Solve linear equations using a virtual balance Compare virtual manipulatives to physical manipulatives Explain why specific virtual manipulatives are effective in teaching mathematics

DTTP

13

Resources

concepts http://nlvm.usu.edu/en/nav/category_g_2_t_2.html http://nlvm.usu.edu/en/nav/category_g_3_t_2.html

Training Details for Primary Building Number Sense Beginners To provide a more in-depth look at the content and structure of these individual trainings, the schedule and resources for one training will be reviewed. Training title: Primary Building Number Sense Beginners Subject: Using virtual manipulatives to teach addition, subtraction, skip counting, money and fractions to primary students. Prerequisite knowledge: Teachers should know how these mathematics topics are taught in their specific grade level, be knowledgeable about the use of physical manipulatives to teach these topics, and familiar with basic computer functions associated with navigating the Internet. Content: It is important for students to have a strong foundation in number sense during the elementary years so they can build upon this knowledge with more complex mathematical concepts as they progress through school. Being able to skip count by a certain number and add and subtract using a variety of strategies helps students understand how numbers are made and how they can be manipulated. For some primary students, this can be difficult to comprehend. Virtual manipulatives offer another way for students to understand a topic and demonstrate their understanding. Money will be covered because of its close connection to place value and skip counting. Fractions will round out the training because young students should grasp that numbers less than one exist and they should know how to name and create fractions of different amounts. Objectives: By the end of the training, staff will be able to: Add and subtract using virtual base ten blocks and virtual number lines Count and add money using virtual coins and bills Skip count using a virtual hundreds chart and number line Name and create virtual fractions Compare virtual manipulatives to physical manipulatives

Explain why specific virtual manipulatives are effective in teaching mathematics concepts Schedule details and materials: (See Appendix A for teacher handout of schedule) Primary Building Number Sense Beginners / Monday, 9:00am-1:00pm in room 5 (computer lab) 9:00-9:30 9:30-10:00 10:00-10:30 10:30-11:00 Welcome and introductions Using physical manipulatives (base 10 blocks and number line) to teach addition and subtraction with and without regrouping Using virtual manipulatives (base 10 blocks and number line) to teach addition and subtraction with and without regrouping Using physical and virtual manipulatives to teach skip counting

DTTP

14

11:00-11:30 Using physical and virtual manipulatives to teach counting and adding money 11:30-12:00 Break 12:00-12:30 Using physical and virtual manipulatives to teach fractions 12:30-1:00 Sharing session and training reflection Welcome and introductions - 9:00-9:30: Teachers will come in, create a name tag, and fill out a short sign-in paper (see Appendix B.) They will take the Introductions paper to their seat to read and then discuss with their group mates (see Appendix C). Around 9:15, the training instructor will introduce themselves to the class and ask for volunteers to share their answers to the discussion questions with the whole group. Physical manipulatives for addition and subtraction - 9:30-10:00: Instructor and teachers will discuss how addition and subtraction is taught in Kindergarten, first and second grade using information from Curriculum 2.0. Teachers will then have three addition and three subtraction problems to solve (see Appendix D). They may use any strategy except for the traditional algorithm. They may use any of the physical manipulatives available in class such as base ten blocks. After providing teachers enough time to solve the problems, volunteers will share their strategies and answers with the class. Teachers will discuss how the strategies have been successful and not successful with their primary students. Note: this is an important component of the training because teachers must understand the connection between physical and virtual manipulatives. This will help in the implementation of virtual manipulatives for both the classroom teacher and primary students.

DTTP

15

Virtual manipulatives for addition and subtraction - 10:00-10:30: Teachers will log onto the computers in the lab using their MCPS information. Students will go to the website, http://nlvm.usu.edu/en/nav/vlibrary.html, and go to Number and Operations for pre-K 2. They will find Base Blocks. The instructor will explain the functions of the manipulative and how virtual base ten blocks are similar to physical base ten blocks. Teachers will have the opportunity to use the manipulative. Next, Base Blocks Addition will be examined. The instructor will explain again how the use of virtual base ten blocks is similar to physical base ten blocks. The instructor will explain the functions of the program. Teachers will practice solving addition problems. After that, teachers will go to Base Blocks Subtraction. The instructor will explain the functions of the program. Teachers will practice solving subtraction problems. These questions will guide the whole group discussion after practice (See Google Presentation for all discussion questions): How are virtual base ten blocks similar to physical base ten blocks? What advantages do you see to using virtual base ten blocks? What possible shortcomings do you see to using virtual base ten blocks? Teachers will then use Number Line Arithmetic to solve addition and subtraction problems. Instructor will describe how to use the program and teachers will practice. After practice, these questions will guide the whole group discussion (See Google Presentation for all discussion questions): How is the virtual number line similar to a physical number line or one on paper? What advantages do you see to using a virtual number line? What possible shortcomings do you see to use virtual number line? Teachers will be given time to fill out Points to Remember (See Appendix E). Teachers will be encouraged to use myMCPS and Curriculum 2.0 to find how and where these topics fit into their teaching. For an overview of these manipulatives and how it might be presented to teachers, see this video, NLVM Addition and Subtraction.

DTTP

16

Physical and virtual manipulatives for skip counting - 10:30-11:00: Instructor and teachers will move back to the tables and discuss how skip counting are taught in Kindergarten, first and second grade using information from Curriculum 2.0. Instructor and teachers will discuss strategies and physical manipulatives that have been used to teach skip counting. After thorough discussion, teachers will go back to the computers and find Hundreds Chart on the NLVM website. Instructor will explain how the hundreds chart works and its various functions. Teachers will have the opportunity to use the manipulative. Next, Place Value Number Line will be explored. Instructor will review how the manipulative works and allow teachers time to use it independently. After sufficient practice, these questions will guide the whole group discussion (See Google Presentation for all discussion questions): How is the virtual hundreds chart similar to a physical hundreds chart? What advantages do you see to using a virtual hundreds chart? What possible shortcomings do you see to use virtual hundreds chart? Teachers will be given time to fill out Points to Remember (See Appendix E). Teachers will be encouraged to use myMCPS and Curriculum 2.0 to find how and where these topics fit into their teaching. For an overview of this manipulative and how it might be presented to teachers, see this video, NLVM Skip Counting. Physical and virtual manipulatives for money - 11:00-11:30: Instructor and teachers will move back to the tables and discuss how money is taught in Kindergarten, first and second grade using information from Curriculum 2.0. Instructor and teachers will discuss strategies and physical manipulatives that have been used to teach money. After thorough discussion, teachers will go back to the computers and find Money on the NLVM website. Instructor will explain the three activities make a dollar, pay exact amount, and how much money. Teachers will have the opportunity to use the manipulative independently. These questions will guide the whole group discussion afterward (See Google Presentation for all discussion questions): How is virtual money similar to physical money? What advantages do you see to using virtual money? What possible shortcomings do you see to use virtual money? Teachers will be given time to fill out Points to Remember (See Appendix E). Teachers will be encouraged to use myMCPS and Curriculum 2.0 to find how and where these topics fit into their teaching. For an overview of this manipulative and how it might be presented to teachers, see this video, NLVM Money. Break - 11:30-12:00: Teachers have the chance to rest, go to the bathroom or eat a snack. There will also be five iPads in the lab to showcase different applications that coincide with the mathematics topic for the day. Teachers will have the opportunity to explore these apps during the break time. Apps to showcase include: Coin Math, Jungle Fractions, Motion Math Zoom, and Number Math.

DTTP

17

Physical and virtual manipulatives for fractions - 12:00-12:30: Instructor and teachers will meet at the tables and discuss how fractions is taught in Kindergarten, first and second grade using information from Curriculum 2.0. Instructor and teachers will discuss strategies and physical manipulatives that have been used to teach fractions. After thorough discussion, teachers will go back to the computers and find Fractions Bars on the NLVM website. Instructor will explain the functions of the manipulative (note: it can be used for more than just fractions) and allow time for teacher use. Instructor will then guide teachers to Naming Fractions and explain how it can be used. Teachers will explore the activity independently. Parts of a Whole will be explained next, allowing time for teachers to use it. Lastly, Visualizing Fractions will be reviewed and used by the instructor and teachers. These questions will guide the whole group discussion afterward (See Google Presentation for all discussion questions): How are virtual fractions similar to physical fractions? What advantages do you see to using virtual fractions? What possible shortcomings do you see to use virtual fractions? Teachers will be given time to fill out Points to Remember (See Appendix E). Teachers will be encouraged to use myMCPS and Curriculum 2.0 to find how and where these topics fit into their teaching. For an overview of these manipulatives and how it might be presented to teachers, see this video, NLVM Fractions. Closing - 12:30-1:00: To end the training, teachers will break into groups by grade level (Kindergarten, first and second) to discuss what they learned and how they could use the days manipulatives to teach concepts. Ideas written on the Points to Remember worksheet will be shared. Instructor will call on each grade level group to share the main points with the whole group. Teachers will receive a handout that provides a link to an instructional website that reviews the material presented from the days training (see Appendix F). Teachers will fill out a training reflection before leaving (see Appendix G) so strengths and weaknesses of the training can be reviewed. The instructor can receive immediate feedback and make adjustments if need be. (Note: this training reflection will be used at the end of every training.) Teachers will be encouraged to explore NLVM at home in preparation for the next days training. Workshop Budget The budget for these workshops will be minimal since MCPS owns all the technology and software that will be used during the trainings. The Web 2.0 tools are free. MCPS will use school facilities that are open during the summer and on weekends. All copies of handouts will be made free via Copy Plus. It is assumed that instructors will be paid around $35/hour (a rough average of the hourly pay for MCPS employees). An estimated five trainers will be needed for each day. Trainings are four hours long, so the cost will be about $700/day for instructors. Security and building service personnel will be compensated with their hourly pay to make up for their overtime. The final budget will be set after all instructors have been hired.

DTTP Appendix A

18

Primary Building Number Sense Beginners / Monday, 9:00am-1:00pm in room 5 (computer lab) Todays Objectives: By the end of the training, teachers will be able to: Add and subtract using virtual base ten blocks and virtual number lines Count and add money using virtual coins and bills Skip count using a virtual hundreds chart and number line Compare virtual manipulatives to physical manipulatives Explain why specific virtual manipulatives are effective in teaching mathematics concepts

Todays Resources: National Library of Virtual Manipulatives - http://nlvm.usu.edu/en/nav/vlibrary.html

Schedule: 9:00-9:30 9:30-10:00 Welcome and introductions Using physical manipulatives (base 10 blocks and number line) to teach addition and subtraction with and without regrouping Using virtual manipulatives (base 10 blocks and number line) to teach addition and subtraction with and without regrouping Using physical and virtual manipulatives to teach skip counting Using physical and virtual manipulatives to teach counting and adding money Break Using physical and virtual manipulatives to teach fractions Sharing session and training reflection

10:00-10:30

10:30-11:00 11:00-11:30 11:30-12:00 12:00-12:30 12:30-1:00

DTTP Appendix B

19

Welcome to Primary Building Number Sense for Beginners!

Please sign in and fill out the information below: Name ID Number School Grade Level

DTTP Appendix C

20

Introductions
After signing-in, please find a seat at one of the tables and do the following: 1. Think about your experience with any kind of math manipulative. What has worked? What has not worked? 2. What kind of experience do you have with virtual manipulatives? 3. What virtual manipulatives sites have you used? 4. How have students reacted to using virtual manipulatives? 5. What would you like to improve in regards to using virtual manipulatives in your classroom? Feel free to take notes on the back of this sheet. Once everyone is seated at your group, introduce yourself and have a discussion about these questions.

DTTP Appendix D

21

Addition and Subtraction Problems

Please solve the following problems using any strategy or physical manipulative provided today. Do not use the traditional algorithm. You are encouraged to use different strategies. Show your work on the front and back of the page.

34 + 25 =

27 + 59 =

136 + 85 =

47 23 =

72 18 =

143 35 =

DTTP Appendix E Name: _________________________________________ Date: _______________________________

22

Points to Remember from Todays Training:

Base ten blocks

_____________________________________________________________________ DTTP 23 _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Number line _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Skip counting _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Money _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

DTTP

24

Appendix F

Website for Primary Building Number Sense Beginners

To help you remember all that you have learned, an instructional website was created. On this website you can find videos that give a brief overview of todays virtual manipulatives. Use this for personal use or share with your colleagues.

Video topics: Addition and subtraction Skip Counting Money Fractions

Website: https://sites.google.com/site/virtualmanipualtives/

Still have questions? Email Whitney_C_Treichler@mcpsmd.org if you want to know more about virtual manipulatives in the mathematics classroom.

DTTP Appendix G

25

Training Reflection
Please use the 1-2-3-4 MCPS grading scale to rate todays training:

Training Title: ________________________________Your job title/grade level: ____________________

My expectations for the training were met The objectives set forth in the beginning were met The instructor was knowledgeable I learned information that I can apply to my own teaching The activities and presentation format were engaging The discussion added to my overall understanding I am confident that I can share this information with colleagues

1 1 1 1 1 1 1

2 2 2 2 2 2 2

3 3 3 3 3 3 3

4 4 4 4 4 4 4

If you have anything else to add, please fill out this plus/delta chart: +

DTTP References

26

Maryland State Department of Education. (2010). Maryland technology inventory summary report 2009-2010 school Montgomery County. Retrieved from http://www.msde.maryland.gov/NR/rdonlyres/AD81268D-458B4F15-9780-D5766264BA16/29572/2010_District_Reports.pdf Montgomery County Public Schools. (2011). School performance report 2011. Retrieved from http://www.montgomeryschoolsmd.org/departments/sharedaccountability/testing/PDFs/1365-12%20School %20Performance%20Report_2.pdf Montgomery County Public Schools. (2012a). About us. Retrieved from http://www.montgomeryschoolsmd.org/about/ Montgomery County Public Schools. (2012b). MCPS guiding tenets. Retrieved from http://www.montgomeryschoolsmd.org/about/mission/ National Council of Teachers of Mathematics. (2012). Illuminations. Retrieved from http://illuminations.nctm.org/ Treichler, W. (2012, June 28). NLVM Addition and subtraction [Video file]. Retrieved from http://www.youtube.com/watch?v=3uNwm96ahpM Treichler, W. (2012, June 28). NLVM Skip counting [Video file]. Retrieved from http://www.youtube.com/watch? v=jAwfGVNchrA Treichler, W. (2012, June 28). NLVM Money [Video file]. Retrieved from http://www.youtube.com/watch? v=pKJW6f-ZquI Treichler, W. (2012, June 28). NLVM Fractions [Video file]. Retrieved from http://www.youtube.com/watch? v=bfLgFqfvS40 Treichler, W. (2012). Audience information. Retrieved from http://www.surveymonkey.com/s/XTH6GFR Treichler, W. (2012). Issues impeding technology use. Retrieved from http://www.surveymonkey.com/s/MRNM2QY Treichler, W. (2012). Questions to discuss. Retrieved from https://docs.google.com/presentation/pub? id=1FyPXIc7Ar4KVJQIP4zBtX18Lga_PK52o8q99vmnFGQo&start=false&loop=false&delayms=3000 Treichler, W. (2012). Useful technology trainings. Retrieved from http://www.surveymonkey.com/s/MRHRZSW Treichler, W. (2012). Virtual manipulatives for primary students. Retrieved from https://sites.google.com/site/virtualmanipualtives/ Utah State University. (2010). National library of virtual manipulatives. Retrieved from http://nlvm.usu.edu/

DTTP

27