A partnership between the AIMS Center, Fresno County Superintendent of Schools, WestEd, and the California State Board of Education with a shared mission to improve math and science outcomes for children ages 0-8 across the state of California.
Making Sense of What We See
We observe things everyday in our classroom, but how can we focus our observations to help maximize children’s learning? In this session will focus on understanding the four elements of Professional Noticing: elicit, attend, interpret and decide to help us increase student learning. [Download Presentation Files]
Spatial Reasoning for All (Age 0-8)
Recent studies have shown that spatial reasoning is a key component of early mathematical development, yet is under-emphasized in most early childhood classrooms. Early spatial reasoning experiences are positively linked to improved school readiness and future success in STEM-related subjects. Through the use of spatial experiences, participants in this interactive session will explore ways to understand what spatial reasoning is and how children can engage in spatial reasoning through play. We will explore activities such as block play, spatial vocabulary, and navigation to engage participants in developing spatial orientation, visualization, and imagery. [Download Presentation Files]
Spatial Reasoning (Age 0-PreK)
Spatial reasoning is a key component of early mathematical development. This session will emphasize the importance of developing early spatial thinking skills (orientation, visualization and imagery). Participants will explore how they can create a rich environment that promotes engaging spatial reasoning experiences from birth to age 5. [Download Presentation Files]
Spatial Reasoning K-3 (Age 5-8)
In this session you will learn about the importance of developing early spatial thinking skills (orientation, visualization and imagery). You will engage in spatial thinking tasks and explore how they can create a rich environment that promotes engaging spatial reasoning experiences with K-3rd grade students. [Download Presentation Files]
Using What We See (Ages 0-5)
There is a lot that goes on in a preschool classroom. How can we focus our observation of student behavior to enhance student learning? In this session we focus on understanding the four elements of Professional noticing: elicit, attend, interpret and decide with keeping the unique environment of the preschool classroom in mind. [Download Presentation Files]
Using What We See (Ages 5-8)
There is a lot that goes on in a K-3 classroom. How can we focus our observation of student behavior to enhance student learning? In this session we focus on understanding the four elements of Professional noticing: elicit, attend, interpret and decide with keeping the unique environment of the K-3 classroom in mind. [Download Presentation Files]
A Child’s Journey to Understanding Numbers (Age 0-8)
Children begin using numbers as young as they can talk, but how do we know what they actually understand about the numbers they can say? This session will introduce you to a developmental progression of students’ understanding of numbers. Understanding this progression will enhance your ability to interpret what you see students doing as they solve addition problems. [Download Presentation Files]
Connecting the Paths of Students’ Journey in Math and Science (Vertical Articulation)
What are the big concepts in math and science that run through major frameworks that are used for planning instruction? This session will explore those big concepts and see where they are found in the Foundations for Preschools and CCSS for Mathematics, and be able to understand and communicate the importance and foundations of math and science knowledge development. [Download Presentation Files]
Fostering the Next Great Mathematician and Scientist (Ages 0-5)
Young children are curious about everything! How can you channel that curiosity in the field of math and science? In this session you will learn ways to create learning environments for young children to reach their potential in math and science. [Download Presentation Files]
Supporting Pre-K Children’s Proto-scientific Practices (Ages 5-8)
Science learning in early childhood might not look like “learning” in the traditional sense. These early proto-scientific behaviors may appear to look more like play. However, it does not necessarily follow that play is not an equally valid and developmentally appropriate way to engage with science. In this session, we focus on understanding how to recognize and support those proto-scientific practices that children naturally engage in, using the Next Generation Science Standards (NGSS) to guide instruction. [Download Presentation Files]
Using the Math of Students to Guide your Instruction (Ages 5-8)
In this session you will dive deeper in the developmental progression of number in K-3 children. You will learn about tasks that can elicit a students understanding and appropriate next steps for the child. [Download Presentation Files]
Making (Number) Sense of It All (Ages 3 -6)
Children make sense of the world by interacting with it, and numbers are among the tools they can use to express their experiences. This session will focus on experiences teachers can present to children to foster the development of early number concepts. [Download Presentation Files]
Embodied Icosahedron Activity [Download Presentation Files]
Lego Wind Car
The Birth of Kindergarten: Froebel and His Wonderful Gifts
In the early 1800s Fredrich Froebel, who invented Kindergarten, devised a series of “gifts” for children to experience. These became central to what Kindergarten was to become. Even though much has changed over the decades, children still learn best through play, embodied learning, self-discovery, and fun. These elements are all contained in the Froebel gifts. This session will examine those gifts, how they were used, and how they can still be used today in the modern classroom. And, of course, we will play! [Download Presentation Files]
Introduction to Universal Design for Learning
Universal Design for Learning creates access for all students. This introduction to UDL will bring awareness to the multiple means of Engagement, Representation, and Action & Expression that we can employ in the classroom. Learn about the UDL aspects you likely have in place already and what you can start doing to improve. [Download Presentation Files]
A Theory of Learning (Ages 0-8)
What is learning, and how do people do it? Do children learn differently than adults? This session will focus on these important questions and their implications for teaching children. Constructivist learning theory will be presented, and we will playfully construct a concept of “tutusa.” [Download Presentation Files]
Play for Learning
Few things are as magical as watching a child play. When engaged deeply in play, children persistently solve problems and demonstrate sophisticated abilities. This session will explore how math experiences can be built upon and built into children’s play by using their activities, questions, and interests. [Download Presentation Files]
Entering the Play of Young Children (Ages 0-5)
Play is a powerful learning experience for young children. In this session we will look at how to use guided play to enhance the play experiences in your classrooms. We will look at ways to connect with students and utilizes that connection to deepen their understanding while maintaining the student’s autonomy. [Download Presentation Files]
Engaging K-3 Students in Playful Math and Science (Ages 5-8)
Young children are naturally curious about the world around them, constantly touching and exploring their environments, asking questions, and making observations. These kinds of rudimentary scientific behaviors are what characterize children as natural scientists. It is important for those dedicated to the field of early childhood education to nurture young children’s early propensities towards learning science. In this session, we focus on understanding how to recognize and support those proto-scientific practices that children naturally engage in, using the Next Generation Science Standards (NGSS) to guide instruction. Children can be drawn into a math and science activity through play, but how do we equip teachers with the tasks and tools to make the play a powerful learning experience? In this session you will experience playful K-3 math and science tasks and collaborate around additional tasks you can present to your staff. [Download Presentation Files]
Coding Early (Ages 3-6)
The skill of coding can begin very early and there are ways early educators can enhance this skill with and without devices. In this session participants will have opportunities to engage in various types of coding activities including playing with a coding robot connected to actionable blocks they place on a board to code and make the robot move. [Download Presentation Files]
Scratch Coding (Ages 5-8)
This session will focus on learning how to bring a story to animated life through code. [Download Presentation Files]
We Are All Makers (Ages 0-5)
A Maker Space does not have to be expensive or have large power tools for it to meet the makerspace criteria. Young children can participate in ways to be a Maker. In this session participants will experience some making opportunities, discuss ways they can bring them to the classroom, and share ideas. What will you make? [Download Presentation Files]
Tinkering/Making in Problem Design (Ages 5-8)
Participants will collaborate on a given design problem in which they can experience an activity in the realm of tinkering which are beneficial to children’s learning development and application of STEM content. [Download Presentation Files]
Culture, Children’s Mathematics, and Ways of Knowing
Mathematics identities are socially constructed, but do they harness the cultural and linguistic resources that children possess? In this opening session, we’ll explore our own mathematical identities and open conversations about how we might broaden notions of knowing and doing mathematics. [Download Presentation Files]
Community Walks: Creating a Bridge for Learning from Home to School (Ages 0-8)
Mathematics and science are culturally-embedded activities that are learned across contexts in and beyond school. Recognizing this shapes the way children’s activities are valued and utilized in the classroom. In this session you will experience a “Community Walk” across the street to a local supermarket and learn how to gather information from the community to support children’s learning in school settings and beyond. [Download Presentation Files]
Coaching: A Professional Learning Design
The most current research from neuroscience and on trust suggest that increasing the metacognition of self and others through coaching and questions can greatly influence learning and growth. This session will provide you with knowledge and a few skills needed to effectively support others, build relationships and ultimately increase performance. [Download Presentation Files]
Professional Learning Plans: Developing Our Plans
Organizational teams will work together, using the 4 A’s template, to plan their three early math professional learning events for the year. [Download Presentation Files]
Planning for Change
This session focuses on how and why individuals change their practice. By understanding change and the process of change, and helping others understand, facilitators can better support adult learners in reaching the goal of improving their own instruction to improve student learning outcomes. [Download Presentation Files]
SIBME Introduction
Video-enhanced professional learning. [Download Presentation Files]
Aims Center for Math and Science Education
