Metropolitan Mathematics of Chicago (MMC) Conference
Artifact Description
This artifact confirms that I had the privilege to attend the Metropolitan Mathematics Club of Chicago (MMC) Conference of Workshops on two occasions: on the dates of January 28, 2012 and February 2, 2013. It comprises of the most recent evidence of participation form as well as two reflections that I wrote for Noyce Seminar (Curriculum and Instruction 499) The National Science Foundation (NSF) Noyce Scholars Program funded my travels and attendance. In 2012, I attended three workshops including a compilation of six activities or lessons from experienced teachers. The three workshops included: "Preparing Students for AP Calculus", "Bridging the Gap to Algebra", and "Milk and Cookies and Function Transformations." In 2013, I attended the three workshops: "Building a Classroom Today that Works for Tomorrow, "The potential of Froebel's Gifts," and "Learning Math through Paper Folding." After attending the conference, I wrote reflections about each workshop.
Satisfying the Standard (9A, 9D, 9O)
Through attending MMC Conference of Workshops, I demonstrate the performance indicator of participating in professional development, professional organizations, and learning communities. The conference of workshops introduced some of the best practices and research-based materials, including utilizing technology and problem-based instruction. In my reflection of each workshops, as I highlighted the takeaways from each one, while writing I also took into consideration how may I apply such lessons and activities into my own teaching. The "Building a Classroom Today that Works for Tomorrow," presented by Zachary Herrman really spoke to me as a pre-service teacher because I learned how problem-based instruction can give students a purpose to learn in the classroom and give students more responsibility to play an active role in the classroom. Instead of attending MMC Conference of Workshops only one time, I attended two times during my time as a pre-service teacher. I plan on continuing to attend conferences such as the MMC Conference of Workshop to improve as a professional. As a result, I am identifying paths for continuous professional growth and improvement.
Professional Development
This final standard--Professionalism, Leadership, and Advocacy--can often be neglected as teachers find themselves wrapped in the cycle of teaching, grading, and endless paperwork in addition to other commitments. Nevertheless, I believe this standard is extremely important for teachers, regardless of years of experience, because as teachers we need to be continually reflective--to be that reflective practitioner, who always seek for new ideas and novel ways of teaching that will help engage students both inside and outside the classroom. I believe attached to the title mathematics teacher, is also mathematics ambassador, meaning teachers must seek ways to advocate mathematics to all audiences. Entering as a freshman in college, I chose to major in mathematics because I believed that there had to be more to math than just numbers and formulas. Through attending the MMC Workshop, discussing about creative mathematics and social justice mathematics at Noyce Seminar, and being in the Secondary Education Program at the university, I am convinced that mathematics can be taught in a variety of meaningful ways, and students can in fact "buy into the mathematics" if teachers continually work to find more engaging lessons and activities through working with one another and participating in professional development.
This artifact confirms that I had the privilege to attend the Metropolitan Mathematics Club of Chicago (MMC) Conference of Workshops on two occasions: on the dates of January 28, 2012 and February 2, 2013. It comprises of the most recent evidence of participation form as well as two reflections that I wrote for Noyce Seminar (Curriculum and Instruction 499) The National Science Foundation (NSF) Noyce Scholars Program funded my travels and attendance. In 2012, I attended three workshops including a compilation of six activities or lessons from experienced teachers. The three workshops included: "Preparing Students for AP Calculus", "Bridging the Gap to Algebra", and "Milk and Cookies and Function Transformations." In 2013, I attended the three workshops: "Building a Classroom Today that Works for Tomorrow, "The potential of Froebel's Gifts," and "Learning Math through Paper Folding." After attending the conference, I wrote reflections about each workshop.
Satisfying the Standard (9A, 9D, 9O)
Through attending MMC Conference of Workshops, I demonstrate the performance indicator of participating in professional development, professional organizations, and learning communities. The conference of workshops introduced some of the best practices and research-based materials, including utilizing technology and problem-based instruction. In my reflection of each workshops, as I highlighted the takeaways from each one, while writing I also took into consideration how may I apply such lessons and activities into my own teaching. The "Building a Classroom Today that Works for Tomorrow," presented by Zachary Herrman really spoke to me as a pre-service teacher because I learned how problem-based instruction can give students a purpose to learn in the classroom and give students more responsibility to play an active role in the classroom. Instead of attending MMC Conference of Workshops only one time, I attended two times during my time as a pre-service teacher. I plan on continuing to attend conferences such as the MMC Conference of Workshop to improve as a professional. As a result, I am identifying paths for continuous professional growth and improvement.
Professional Development
This final standard--Professionalism, Leadership, and Advocacy--can often be neglected as teachers find themselves wrapped in the cycle of teaching, grading, and endless paperwork in addition to other commitments. Nevertheless, I believe this standard is extremely important for teachers, regardless of years of experience, because as teachers we need to be continually reflective--to be that reflective practitioner, who always seek for new ideas and novel ways of teaching that will help engage students both inside and outside the classroom. I believe attached to the title mathematics teacher, is also mathematics ambassador, meaning teachers must seek ways to advocate mathematics to all audiences. Entering as a freshman in college, I chose to major in mathematics because I believed that there had to be more to math than just numbers and formulas. Through attending the MMC Workshop, discussing about creative mathematics and social justice mathematics at Noyce Seminar, and being in the Secondary Education Program at the university, I am convinced that mathematics can be taught in a variety of meaningful ways, and students can in fact "buy into the mathematics" if teachers continually work to find more engaging lessons and activities through working with one another and participating in professional development.
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