Curriculum

SMARTR Virtual Learning Experiences

Mon, 12/03/2012

Author(s): 

EDC led the development of SMARTR, a website of free, youth-focused math and science “virtual learning experiences” (VLEs) for middle-grades students. The SMARTR VLEs are highly interactive learning scenarios for youth that encourage them to further explore and experience math and/or science concepts such as ratios and proportions, probability, 3-dimensional geometry, genetics, forces and motion, plate tectonics, the human body and more.

Image of Smartr Simulation Activity

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Law and Justice Program

Mon, 05/07/2012

Author(s): 

The Law and Justice Program (L&J) includes a free, online high school curriculum and a professional development component. The curriculum comprises two yearlong courses: Foundations in Law and Foundations in Criminal Justice (a Teacher Toolkit and Teacher Guides for both are available online). L&J professional development focuses on improving instructional practice and supporting inquiry- and project-based teaching and learning in a law and justice classroom.

Students working

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Implementing the Mathematical Practice Standards

Mon, 12/03/2012

Author(s): 

June Mark, Paul Goldenberg, Al Cuoco, Deborah Spencer, Mark Driscoll, Katherine Schwinden, Victor Mateas

This website engages educators in learning more about the Common Core Standards for Mathematical Practice and how they can be connected to the content standards. Use the Illustrations, centered on student dialogues, to see the Mathematical Practices (MPs) in action. The Implementing the Mathematical Practice Standards team is also developing a professional development curriculum to support learning about the Common Core Standards for Mathematical Practice for Grades 5-10 mathematics teachers.

MP5: Use appropriate tools strategically

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Guiding Curriculum Decisions for Middle-Grades Language Arts

Sun, 12/30/2001

Author(s): 

Margaret Russell Ciardi, Ilene Kantrov, Lynn Goldsmith, with Anne Shure

The authors present a framework for decision-making, provide an overview of the curriculum decision-making process, and offer detailed information on a variety of language arts curricula and curriculum resources. They pose a set of critical questions for curriculum decision-making that corresponds to a framework focused on three priorities: academic rigor, equity, and developmental appropriateness.

Cover of Book

Length: 

120 pp.

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Descriptors (Bodies of Work): 

Mary Wedow

Email Mary Wedow

Descriptors (Bodies of Work): 

Photo: 

Mary Wedow

First name: 

Mary

Last name: 

Wedow

Bio: 

Mary Wedow, a highly experienced instructional designer, has a strong background in K–12 mathematics and science education and out-of-school learning. She also brings significant expertise in designing and delivering high-quality professional development that supports teachers in enhancing students’ STEM learning and outcomes. 

As a member of the Designing for Equity by Thinking in and about Mathematics (DEbT-M) project team, Wedow works with teachers to modify their instructional approaches to engage all students in challenging, high-quality mathematics learning. She also manages several programs in which EDC mathematics education experts partner with districts and schools to provide professional development and curriculum implementation support.

Wedow played a key role in EDC’s collaborative development of sixteen K–2 performance tasks—games and other activities—that support math teachers in gauging and supporting students’ understanding of Common Core concepts. She also contributed to Learning and Teaching Algebra, a project that focused on creating resources for Grade 8 teachers in their first year of implementing CME Project Algebra 1, and led a program for the Chicago Public Schools that provided professional development and curriculum implementation support for over 100 schools.

Nationwide, Wedow shares findings from her work at the annual conferences of organizations such as the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics, the National Science Teachers Association, and the Illinois State Board of Education.

Before joining EDC, Wedow coordinated teacher development and community outreach programs for the Chicago Museum of Science and Industry. In this capacity, she facilitated workshops for public and private school teachers; designed curricula, including an energy-based unit compliant with American Association for the Advancement of Sciences; and developed family science kits. Earlier in her career, she was a Grade 6 mathematics teacher.

Wedow received a BA in Elementary Education from Ball State University and an MEd in Curriculum and Instruction from DePaul University.

Staff: 

Non-Staff Profile

Job title: 

Senior Development Associate

Program: 

Science and Mathematics Programs

Mailing Address: 

770 N. Halsted Street, Suite 205
Chicago, IL 60642

Matt McLeod

Email Matt McLeod

Descriptors (Bodies of Work): 

Photo: 

Matt McLeod

First name: 

Matt

Last name: 

McLeod

Bio: 

As a teacher, teacher leader, and instructional coach, Matt McLeod brings extensive experience in student and adult learning and teaching strategies. Understanding that doing mathematics is much more than applying procedures and completing calculations, McLeod has worked to improve teachers’ content knowledge and hone their instructional strategies to help develop their students into true mathematicians. He is highly experienced in designing and providing professional development to teachers and district leaders in mathematical content, curriculum and pedagogical best practices.

McLeod’s work is focused largely on the Common Core State Standards for Mathematics (CCSS-M).  A contributor to Implementing the Mathematical Practice Standards and to Learning and Teaching Algebra, McLeod has co-authored many resources designed to help teachers understand the Standards for Mathematical Practice (SMP) and recognize these in student work. (Read a blog post by McLeod about the impact of these resources on teachers' instruction.) Through other projects, he has worked with teachers and district leaders to help shift mathematics instruction to be more aligned with the rigor and expectations of the CCSS-M. 

Currently, McLeod is expanding his horizons by leading a project to develop K–2 formative assessment tasks. This work is being done for PARCC and their non-summative assessment team. McLeod is also part of the Designing for Equity by Thinking in and about Mathematics (DEbT-M) project, which is working with teachers to change their current educational systems, particularly in their mathematics classrooms, to be more equitably accessible to all students. Recently, he joined the Math For All study team and is engaged in an effort to examine the efficacy of a PD program designed to improve teachers’ ability to reach learners of all abilities.

McLeod is also adjunct faculty at Northeastern Illinois University, where he is an instructor in the MSTQE (Math, Science, and Technology for Quality Education) program preparing the next generation of middle-school math and science teachers. Through this program, he is also serving on a committee to establish a new set of teacher qualification standards for Illinois.

Prior to joining EDC in 2012, McLeod held many roles in Chicago Public Schools (CPS), including middle-grades mathematics and reading teacher, Grade 8 algebra instructional coach (in collaboration with EDC, using CME Project Algebra I), and district math specialist. In his final year with CPS, McLeod led a team to design a plan and all of the subsequent components to help CPS transition to the CCSS-M.

McLeod has a BS in Industrial Engineering from Northwestern University and an MEd in Educational Leadership from University of Illinois–Chicago.

Staff: 

Non-Staff Profile

Job title: 

Research Scientist

Program: 

Science and Mathematics Programs

Mailing Address: 

770 N. Halsted Street, Suite 205
Chicago, IL 60642

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