Pre-Conference Information

ICTM Pre-Conference for New and Future Teachers

Registration Form (no longer available) - Come back and visit this site in Fall 2018!

You are invited to a special welcome session created just for new and future teachers.  There is no charge for the ICTM Pre-Conference.  Dinner is included.  Bring a friend if you can; registration is not required, but appreciated.  Receive free teaching materials & ideas, meet with master teachers, enjoy fun activities with fun people!

Our most recent Pre-Conference was held on Sunday, October 8, 2017.

Valley High School, 3650 Woodland Ave., West Des Moines, IA  50266

      5:45 - 6:05pm Food and Social Time  (Valley HS Cafeteria - West Entrance on 39th Street recommended)

      6:10 - 6:20pm Introductions

      6:25 - 7:10pm Panel  (Room 1506)

How does it change you as a professional to learn new pedagogies and incorporate them into the
classroom?

  • Ann Barkel, George - Little Rock Elementary
  • Tammie Cass, Nodaway Valley Middle School
  • Clay Edwards, Grundy Center Middle School
  • Matt Miller, City High, Iowa City
  • Max Ray-Riek, The Math Forum at NCTM

      7:15 - 8:00pm Break-out Session 1*  (descriptions below)

  • Room 1311:  Max Ray-Riek (elementary-middle school)
  • Room 1351:  Matt Miller (high school)
  • Room 1353:  Clayton Edwards (middle school)

      8:05 - 8:50pm Break-out Session 2*  (descriptions below)

  • Room 1311:  Max Ray-Riek (middle-high school)
  • Room 1351:  Ann Barkel (lower elementary)
  • Room 1353:  Tammie Cass (upper elementary)

      8:55 - 9:15pm Closure & Evaluations in Room 1506

 

Keynote: Max Ray-Riek

An exciting addition to our pre-conference this year is an opportunity to work with the conference keynote presenter, Max Ray-Riek.  

 

Enjoy break-out sessions and panelists that will enhance your learning experience.  


The Power of Problem Solving, Ann Barkel (Lower Elementary)
Find out about the power story problems could have in your math lessons!
Problem solving develops the kind of thinkers we desire. Problem solving meets
the Common Core requirements in ways that a dry math lesson doesn’t. And
problem solving meets our kids where they’re at and takes them down a path of
numerical development and understanding. It’s exciting to watch! Come see
what it’s all about!


Standards Based Grading: How does it really work in the classroom?  Tammie Cass (Upper Elementary)
In this breakout session, you will be shown you how standards based grading
works in a 6th grade mathematics classroom. We will be looking at activities,
assignments, review worksheet, tests, and rubrics to show proficiency.


Problem-Solving Tasks in the Middle Level Classroom, Clayton Edwards (Middle School)
In this session, Dr. Edwards will discuss ideas on how to implement
problem-solving tasks into the classroom, what to look for in a great task, the
benefits of implementing problem-solving tasks, and common pitfalls to avoid.
Attendees will also participate in a problem-solving task, and leave the session
with numerous tasks ready for implementation.


Constructing Dynamic Interactive Environments for Learning Mathematics, Matt Miller (High School)
Over his 20 years of teaching, Mr. Miller has used available technologies to
create lots of interactive environments that students use to explore mathematical
relationships. These environments have changed the nature of learning in the
classroom and added depth to the knowledge of the mathematics he and his
students explore. This is an ever-changing adventure as the types of technology
available to students has changed over the years; we will discuss how those
changes are impacting instruction.


Noticing and Wondering: Two Little Words Get Students Talking and Thinking (Elementary-Middle and Middle-High School)
Max Ray-Riek, Conference Keynote

One of the biggest barriers to student problem solving is helping students to
understand problems without doing the thinking for them. Noticing and wondering
helps students avoid shutting down or going into “answer mode,” and supports
them to tell us what they understand about a problem. In this session we’ll learn
about the routine, practice it in small groups, and look at student noticing and
wondering to see what it helps us understand about sense-making.