Workshop Specifics

Algebra 1 in Manufacturing Processes, Entrepreneurship & Design (AMPED) Workshop

Usually Monday – Thursday

Location Specifics: Usually at a high school.

Airport information for those who fly

 

Dates and Times: Monday – Thursday; 7:30 am to 4:00 pm.  We start at 8 am. on Monday. Note that on Thursday the workshop will end at 2:30 pm.

 

General Information: Graduate credit will be available from Colorado State University if you wish.  Typical cost for 3 semester credits is around $225.  The AMPED curriculum is National Math Standards aligned. 

 

What is Provided: The registration cost is $1995 per teacher by April 30th or after April 30th the registration cost is $2195.  Lunches are provided.  Each participant will receive:

  • A printable file of the Math and CTE curriculum.  The curriculum has the teacher’s manual that includes all activities, lesson plans, and assessments.  The teacher has copyright permission to print the 1200+ page curriculum as needed for their classroom use.
  • The student textbook problem bank (used instead of a textbook). Additional student books are not needed as the teacher has permission to copy the student problem bank, included in the printable file, as needed for each of their students.
  • “The Teacher’s Toolkit” via password access.  This online resource will be available to help participants review the program after the workshop is over.  Topics include how classroom activities are conducted, cooperative group training, team building, and other items that make AMPED a successful program.
  •  “The Amped Student Portal”via password access. This feature allows students access to the video tutorial that parallels the student textbook/problem bank.

When compared to other textbooks/curriculums the cost of the curriculum is very favorable. You are purchasing training, curriculum, and student textbook problem banks. No additional yearly fees, student textbooks, etc. are needed. Curriculum cannot be purchased separately. Curriculum will be delivered via download 2 – 3 weeks prior to the workshop after payment has been received.

 

What to Bring: Laptop computer for curriculum. Wear comfortable clothes for activities. Remember that it is important for both a math teacher and a CTE teacher attend to get the most out of the workshop. If you come without your partner teacher, you will be paired with another teacher.

 

Hotels: A list close to the workshop will be provided

 

Homework: If possible, begin discussions with your teaching partner CTE projects that would be a good fit for your comfort level, your students’ excitement, your community, equipment available, and your budget. This will help drive the CTE side of the training and your implementation at your school.

Share The Information Below With The People Who Create Your School Schedule and Schedule Students

Schedule Needs of Contextualized Courses: For most of the teachers that attend the workshops this summer, school/class schedules will be decided before the workshop happens.  Below is how 90%+ of adopting schools schedule the Geometry in Construction (GIC) and the Algebra 1 in Manufacturing Processes, Entrepreneurship and Design (AMPED) courses.

 

Geometry in Construction (GIC) and Algebra 1 in Manufacturing Processes, Entrepreneurship and Design (AMPED) are courses written as an alternative to traditional math courses. Most schools adopt the courses as an equal (just as rigorous) math course but taught with a different approach provided through the CTE pathway. A successful class consist of a cross section of student abilities.  A class with only low performing students may not be successful.  For students to fully realize the learning experience, the authors and practitioners of the courses highly recommend the following for successful implementation:

  1. Students be dual enrolled in both the Math (Algebra 1 or Geometry) and the appropriate paired CTE course. The dual enrollment process is facilitated by linking the courses in the scheduling process.
  2. Students will have the same amount of class (seat) time as a student enrolled in both a traditional Math course and a traditional CTE course.
  3. The course be team taught with both the Math and the CTE teacher in the Math classroom and in the CTE classroom. This may necessitate classroom numbers of 40 – 50 students for 2 teachers.  History shows that there are fewer student failures, thus fewer students needing to retake the course.  Because of the higher student success rate, the FTE requirements in math are reduced over the long term.