Students are increasingly exposed to visual representations of information. While much effort is spent to improve students reading abilities, it’s also increasingly important to develop their skills at understanding information presented graphically. This session examines how geographic and mathematical skills can be integrated to help students analyze the visual patterns inherent in the "real world." Both geographic (ie. GIS, Google Earth, etc.) and mathematical (spreadsheet) tools will be used to process, display and describe patterns in data. We will be using GIS software that is free for schools as well as some Internet GIS and digital mapping sites. Spreadsheets used will be mostly MS Excel but could be transferred to other programs (ie. Appleworks). Strategies for helping students think and write critically about mathematics and geography will also be included as well as other aspects of improving student’s visual literacy.

State Standards to be addressed are: Wisconsin State Teacher Standards Addressed: 4, 6-8; Wisconsin Model Academic Standards for Mathematics: to be announced.

Get away from the traditional lecture-practice-homework-check routine, and provide a change of pace for your students (and for you!). Seeing algebra concepts in different situations allows for deeper learning to occur, and is more engaging for students. For more than a decade, the presenter has been finding appropriate ways to present Algebra concepts to reluctant learners. What has emerged is a collection of data collection activities, graphing calculator activities, application problems, and mnemonic devices that help students really understand algebra. Many activities can be scaled to help middle-level students build algebra readiness, and to allow for algebra review and reinforcement for students in an advanced algebra class.
This course promises no "magic bullets" that will bestow instant algebra mastery to students, but rather a variety of strategies from a variety of sources. The gr­aphing calcula­tor can be used for many pattern-recognition and prediction activities, and will be taught with the novice user in mind. (Graphing calculators will be provided for use during the course.) New approaches to routine Algebraic activities such as factoring and solving equations allow students to build skills in these important areas. The concepts of Differentiated Instruction and Understanding by Design also provide fresh and helpful ways to look at curriculum development. Issues of equity will be addressed, as well as creative ways of assessing students and assigning grades.
Throughout our week together, all of the activities will be tied into content. They are used to raise questions, teach content, and reinforce learning. This course will not be a series of “activities for activities sake”, but will provide participants both with many different activities and the ability to develop and/or locate many more.

State Standards to be addressed are: Wisconsin State Teacher Standards Addressed: 1-10; Wisconsin Model Academic Standards for Mathematics: A.12.1, A.12.3-A.12.4; B.12.2; C.12.4; E.12.2; F.12.1-F.12.4.

Looking for a fun filled week of science adventures? Tired of science activities that refuse to work the way the textbook says or experiments that lack adequate background for the students and you?­ Then what you need is a week of CSI (Complete Science Investigations), John Muir Academy Style. During the week, you will be actively engaged in a variety of standards based, teacher tested experiments, lab activities, "hooks & whelmers," and discrepant events that promote student inquiry, critical thinking, problem solving, and the development and enhancement of science skills. Each investigation will include­ easy to understand content, literature and other academic area tie-ins, and meaningful and effective assessment options. This is one week that will bring out the excitement of teaching science, and spark genuine interest and involvement from your students!! Not to mention daily door prizes. You'll have so much fun, you may even forget that it's summer.

State Standards to be addressed are: Wisconsin Science Standards: A - H (All standards); Wisconsin Teacher Standards: 1-10

You've heard a little about the topic of Nanotechnology and how it will revolutionize our world, but how does it fit into your regular education curriculum?? During this workshop participants will be immersed in nanotechnology/science as they integrate this topic into biology, space science, physical science, and chemistry. Learning is done through participant's active participation in labs, the use of hands-on activities, investigations, videos, computer work, model making and listening to experts in the field. Participants will walk away with working knowledge concerning the application of nanotechnology in our world today and many ideas/activities for integration of this topic.
Participants will:
- Understand the subject matter
- Adapt instruction to meet the diverse needs of pupils
- Use a variety of instructional strategies, including technology, to develop problem solving skills.
- and more!!

State Standards to be addressed are: Science in Social and Personal ­Perspectives: H.8.1, H.8.2; Science Connections: A.8.3, A.8.6, A.8.7; Nature of Science: B.8.5; Inquiry: C.8.3, C.8.6, C.8.7; Physical Science: D.8.1; Life and Environmental Science: F.8.9

Explore the latest brain research and its effect on skill acquisition. Connect that knowledge to the 10 most effective instructional strategies and make a difference in your classroom. Practical hands on activities will exemplify each strategy and engage your brain. Develop effective instructional strategies for your different learners and enjoy Success for ALL!
Workshop Objectives:
- Study research proven effective instruction.
- Connect those strategies to the brains of the learners in your classroom.
- Develop lessons/assignments that incorporate effective strategies to address different types of learners in your classroom.

State Standards to be addressed are: Mathematics: Use a variety of strategies in the problem solving process; Science: Understand the nature of scientific knowledge,Understand the nature of scientific inquiry; Language Arts: Students use general skills and strategies of the reading process, Students read, interpret, and respond to literacy and nonliterary texts, Students use general skills and strategies of the writing process tow rite for a variety of purposed and audiences; Wisconsin Teacher State Standards: 2, 3, 7, 10

In this workshop, participants will experience hands-on, minds-on methods for teaching about our home planet, Earth. Both environmental and physical science perspectives will be explored with most lessons being from Wisconsin. We will concentrate on Astronomy, Geology, and Meteorology activities including Climate Change. You will learn many safe, inexpensive and teacher tested labs and demos. Many practical ideas will be shared and an emphasis will be on using and making low cost science equipment. Each participant will receive a packet of handouts in addition to making and taking materials that will be ready to take to your classroom next fall.
This workshop is designed to encourage differentiation, cooperative learning, understanding miscon­ceptions, and hands-on teaching techniques. We will incorporate the Wisconsin State Standards and the NCTM standards into these activities. This workshop is designed for teachers seeking a fun and creative experience.

State Standards to be addressed are: Wisconsin State Standards E 4.2, E 4.5, E 8.5, E 8.6

Intended for those new to FOSS and FOSS users: we will examine FOSS science kits and guided-inquiry. “Making sense out of experiences and incorporating that sense into an ever-deepening knowledge of the natural world is the highest order of achievement FOSS expects to provide for students.” What teacher behaviors lead to instruction that ensures students record data clearly and accurately, can interpret data, and relate findings to the key concepts?
Topics Include:
1. Recognize the state science standards addressed in various science kits.
2. Use a variety of assessment tools such as teacher observation/anecdotal notes and rubrics for scoring science work.
3. Discuss questioning techniques that lead to higher-order thinking.

Learning Activities:
- Participate in set up, activity, and assessment of investigations in kit-based science.
- Examine pacing guides for instruction for one kit during a quarter.
- Review professional technology resources for science.
- Discuss current journal articles on science instructional topics.

State Standards to be addressed are: Wisconsin Teacher Standards: 1, 4, 5, 8

The Geometer’s Sketchpad version 4 is a powerful software program for both Macintosh and Windows based computers. The software can be used for daily activities designed for student’s to discover mathematical concepts rather than having a teacher tell them about the concepts. Students will be able to do real mathematics: discover properties, make and test conjectures, and apply technology to higher-level mathematics. Students will be able to produce significant projects using this software. The Smart Board is a powerful tool to be used in the classroom. It is a touch sensitive screen in the front of the room where the user can manipulate any software they use. TI Smart View is an emulator of the TI 84 that shows the entire calculator so the kids can see what buttons you push. In the same window, it shows the calculator, the graph, the table, the window, the y = screen, the home screen, and the sequence of buttons pushed. Virtual TI-89 is free software that emulates a TI 89 on your computer. Applets are available all over the internet to let kids manipulate mathematical concepts.

Technology encourages the process of discovery in which students first visualize and analyze a problem, then follow conjectures before attempting a proof. Technology allows students to dynamically drag a figure and examine properties for an entire set of similar cases in a matter of seconds. Technology affords students the ability to construct difficult mathematical relationships that would be impossible with paper and pencil. Both beginners and advanced users of these technologies will learn new ways to integrate it into their classes.

State Standards to be addressed are: Both the Wisconsin Model Academic Standards and NCTM's Principles and Standards.

How can teachers plan for diversity and how do children work in a differentiated classroom? Develop plans for classrooms with flexible teaching and learning with the purpose of reaching every learner. Develop routines and procedures for effective leadership in a differentiated classroom. Find out how you can meet the needs of all students in your classroom and be ready to start the new school year well prepared. This course addresses important issues in managing a differentiated classroom. It offers strategies for teaching a diverse classroom, management strategies for guiding flexible teaching and learning, and new roles for the teacher in a classroom designed to reach diverse learners.

State Standards to be addressed are: Wisconsin Teacher Standards: 1-3, and 5-10
Differentiation helps teachers at every grade level to expect and encourage the development of these shared applications, both to promote the learning of any subject content and to extend learning across the curriculum.
1. Application of the Basics.
2. Ability to Think.
3. Skill in Communication.
4. Producation of Quality work.
5. Connections with Community.

This workshop will expand every teacher's understanding of the comprehension process based on current research. If teaching comprehension is not merely testing or assigning activities, what does it really involve? How can I enhance all students' comprehension of both narrative and expository testing? What can I do for struggling readers when the test is too difficult? All of these and many other questions will be addressed in this practical, hands-on workshop.

Effective comprehension instruction is impossible to package in commercial programs. It demands extensive teacher knowledge, which we can learn to apply together this summer by enhancing our instruction for all students.
Participants will:
- Explain and implement reading lessons using the gradual release of responsibility model.
- Create lessons using one or more of the six comprehension strategies.
- Analyze the changes in vocabulary instruction and apply to the classroom.
- Design an action plan for the first semester, explaining your new thinking and framework.

State Standards to be addressed are: Wisconsin Teacher Standards: 1, 4, 7-9 and Wisconsin Reading/Language Arts Standards - A

From the reluctant to the voracious reader, learn how to use guided reading to teach them all. Using guided reading, students of all abilities can feel challenged and successful. Teachers can focus on small groups of students and yet be assured that the rest of class is participating in meaningful, independent literacy activities. Topics include: getting started, assessing students' reading levels, flexible grouping, operating an actual guided reading group, building a classroom library, classroom management, literacy centers and other topics based on class interest.
Workshop participants will:
- Demonstrate an understanding of guided reading through participation and modeling.
- Formulate a plan for using guided reading to teach reading in their classrooms.
- Develop and enhance their knowledge of assessing reading levels and using flexible grouping.
- Lead a guided reading group to demonstrate knowledge, and will devise a plan for the management of guided reading.

State Standards to be addressed are: Wisconsin Teacher Standards: 1-5, 8 and Wisconsin English Language Arts Performance Standards - A.4.1-A.4.4, C.4.1-C.4.3