The Elementary Mathematics Laboratory (EML) is structured to make it possible for educators, policymakers, and education advocates to engage directly in the close study of teaching practice. The unique laboratory setting provides participants with opportunities to delve into the complexity of teaching as well as develop specific professional skills.

The 2019 EML will be held in Ann Arbor, Michigan from July 22 – July 26, 2019. The class is produced in partnership with the Ypsilanti Community Schools and is taught by Deborah Loewenberg Ball, an experienced elementary school teacher and faculty member at the University of Michigan. 

2019 Elementary Mathematics Laboratory

About the 2019 EML

The class enrolls up to 30 children who will be entering fifth grade in the fall at Ypsilanti Community Schools.  The students are diverse ethnically, racially, economically, and linguistically. The instruction is specially designed to develop strong and positive academic identities in our students and to set them on a path to success in school mathematics. It seeks to fill gaps in student knowledge while ramping up students’ reasoning and problem-solving skills through accelerated instruction, tasks, and problems that are created strategically to stretch students’ thinking and build their capacity to engage in the mathematical practices that will be required by the Common Core State Standards. The class also emphasizes the development of skills of respectful argument and critical analysis, and of attentive engagement with others’ ideas and thinking.  To ensure a well-rounded experience and support strong social-emotional development, students participate in creative fine arts activities during the afternoons.

Over the past decade, Dr. Ball has developed skills of teaching in public that enable observers to analyze teaching. This public teaching is the centerpiece of the EML professional development program. Workshop attendees start each day with Dr. Ball and the instructional team in a “pre-brief” session before the class, in which they examine, discuss, and refine the day's lesson plans and strategies for the instruction.  Attendees then observe the instruction in the classroom or remote viewing rooms. The group gathers after the class with Dr. Ball to debrief the class, ask questions, and review daily student work before attending afternoon workshops. Past attendees have remarked that the laboratory class and associated professional development workshops have "transformed the way they analyze (their own) teaching" and "have empowered their work as a teacher and renewed their enthusiasm for the classroom."

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Professional Development Schedule and Descriptions

TeachingWorks will host a variety of professional development opportunities for classroom teachers, teacher educators, teacher leaders, and school administrators at the 2019 EML. All professional development sessions take place during the first week of the EML on July 22 - July 26. Registration is avaialble here

Leading Mathematically Productive Discussions (July 22 - 26) with Lindsey Mann

How do we support students to build ideas and arguments collectively through discussion will ensuring that we are disrupting patterns of inequities in classrooms? The Common Core State Standards encourage the use of discussion as a means to build and critique mathematical arguments and reasoning. What teaching practices enable all students to participate in discussions? What teaching practices keep the focus of the discussion on the mathematics at hand? How can we encourage students to build a collective understanding of mathematics content? These and other questions related to productive discussions will be explored through observation and analysis of the laboratory class as well as scaffolded practice.

This one-week session provides participants with the opportunity to:

  • Observe and analyze the use of mathematically productive discussions in an elementary classroom.
  • Examine and apply guidelines for determining discussion-worthy tasks.
  • Build a toolbox of teacher moves to support students in mathematically relevant discussion.
  • Identify the different purposes and types of discussions most frequently encountered in mathematics classrooms. 
     

Instructional Leadership: Coaching to interrupt normative teaching practice and advance justice for children in the classroom (July 22 - 26) with Karen Ahn

An opportunity for administrators and others to advance their observation and coaching practice to focus on supporting teachers to transform their teaching in ways that disrupt common patterns of inequity in classrooms.

This one-week session provides participants with the opportunity to develop skill with:

  • Non-evaluative coaching
  • Recognizing moments of teaching that reproduce inequity in classrooms
  • Identifying opportunities to intervene on inequitable teaching practice
  • Employing strategies to intervene on teaching practice in the moment
  • Facilitating learning for teachers through structured conversations.


Instructional Leadership Through the Examination of High-Leverage Practices: Observation, feedback, and dialogue (July 22 - 26) with Simona Goldin and Monique Cherry-McDaniel

An opportunity for instructional leaders to develop an understanding of several high-leverage practices (HLPs) of teaching. This workshop will focus on methods for observing and giving feedback on particular HLPs, including strategies and protocols for productive dialogue around teaching practice.

This session provides participants with opportunities to:

  • Examine key components of effective elementary mathematics teaching, with a focus on high-leverage teaching practices.
  • Practice observing instruction with a focus on particular HLPs.
  • Understand and practice methods for giving feedback on instruction related to particular HLPs.
  • Engage in protocols for productive dialogue around teaching practice.

Mathematical Practices, Teaching Practices, and Social Justice: Making Connections (July 22 - 26) with Hyman Bass and Charles Wilkes

Mathematical practices, teaching practices, and social justice are all recognized to be crucially important for the quality of children's mathematics education but are often inconsistently understood and enacted in instruction. Faculty, teacher educators, and practitioners in this session will be invited to work together to connect these critical components of mathematics education through the observation, analysis, critique, and reflection on rich mathematics instruction that creatively interweaves all of these themes.

EML Observation Opportunities 

The EML provides an unusual opportunity to experience the complexity of teaching. This instance of public teaching may be of interest to a wide range of educators, policymakers, education advocates, or journalists. We have reserved a limited number of seats for observers to attend the laboratory class each week. The fee for observation only participants is $400 per week.

This year we are also providing a live-streaming option for participants who have previously attended the EML. If you are interested in exploring this option, please contact us

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Fees

Fees for attending the Elementary Mathematics Laboratory include:

  • An electronic library of daily materials available for one year following the close of the program
  • Electronic access to the Teaching & Learning Exploratory, an extensive collection of records of teaching practice, including past EML sessions
  • Immediate access to video of all sessions
  • Participation and live viewing of the morning laboratory class
  • Daily pre- and post-class discussions with Dr. Ball
  • Two hours of daily professional development
  • Breakfast
  • Parking validation

The cost of attending professional development workshops at the 2019 EML is $650 for the week of July 22 - July 26, 2019. The cost of lunch, travel, and lodging are not included in this fee.

Daily Schedule and Details

The EML runs each day from 8:30 a.m. and 4:30 p.m. for adult participants. A daily schedule will be emailed to participants prior to the EML.

Travel:

Ann Arbor is located in southeast Michigan and is accessible by car, plane, train, or bus. For more information on transportation, both within the city and from your location, please visit the Travel Planning: Maps, lodging, transportation, and parking page.

Frequently Asked Questions

For answers to frequently asked questions about participating in the EML, please click here.

Registration

 

Contact TeachingWorks

If you have additional questions or would like additional information about attending the 2019 EML, please contact us at labclasses@umich.edu.

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