Conceptually-Based Upper School Mathematics Curriculum: Lesson Learned From Transition

Geneva School transitioned to a conceptually-based, problem-solving focused mathematics curriculum for upper grades. We implemented Math in Focus for lower grades eight years prior. This curriculum uses
collaboration to foster learning and focuses on students making sense of mathematics for themselves. We will share lessons learned from the process, feedback from parents, implementation challenges, obstacles and success stories. Come learn from our experiences and see how you might make a similar transition within your school.

Janet Andreasen

Janet teaches prospective and practicing math teachers at the University of Central Florida. Her research interests include examining mathematical knowledge for teaching and using technology to foster learning of mathematical concepts. She received a bachelor’s degree in biomedical engineering from the University of Miami and both a master’s and doctoral degree in mathematics education from the University of Central Florida.

Kevin Clark

Kevin serves as Academic Dean of Th e Geneva School, where he has been a member of the rhetoric faculty for 14 years. Dr. Clark is a founding Fellow of SCL’s Alcuin Fellowship and speaks regularly at SCL and Alcuin retreats and conferences.

Christine Miller

Christine joined Th e Geneva School faculty in 2006 and teaches mathematics to dialectic and rhetoric students. She received her bachelor's degree in computer engineering from the University of Central Florida and worked as an engineer in the Central Florida area for seven years. In its inaugural year, Christine was the upper school winner of Th e Geneva School 2012 Paideia Award for Excellence in Teaching.

Hiding God’s Word In Their Hearts: An Apologetic For Scripture Memory In The Upper Schools

Most of us would readily agree with the importance and even the necessity of memorizing some Scripture. Our dear, little grammar sponges eagerly soak up grammar chants, math facts and delightful ditties. However, the suggestion of asking older students to commit whole books of the Bible to memory may seem daunting. Why? We have no cultural precedent for such a discipline. How can it be done? is presentation provides both an apologetic for memorizing large quantities of Scripture and a model for accomplishing these goals. We will examine educational models from the ancient Mediterranean world and discuss what students are accomplishing at Grace Academy.

Karen Moore

Karen has led both teaching and administrative roles at Grace Academy of Georgetown, a classical Christian school in central Texas, where she has built the 3rd- through 12th-grade classical language program. She has nearly 20 years of experience teaching Latin, Greek and ancient humanities in classical Christian schools. Karen also sponsors the school's award-winning chapter of the Junior Classical League. She is the author of Latin Alive Reader: Latin Literature from Cicero to Newton, multiple Latin texts and the Essential Latin course for teachers on ClassicalU. Karen blogs at www.latinaliveonline. com. She and her husband, Bryan, are the proud parents of graduates of Grace Academy and one high school junior.

Growing into Greek: Benefits of Expanding Upper School Greek Offerings

The team-taught seminar will focus on the various ways that teaching Greek can bolster the rigor, moral and collaboration within a foreign language department-especially when offered as an alternative (or even an addition) to advanced Latin. Marcus Foster and Jeremy Sturdivant will discuss both the theoretical and practical issues of finding personnel, scheduling logistics, collaborating as team, motivating students of disparate abilites, capitalizing on a Latin foundation, and preparing families for electing competing language offerings in such a way that benefits both. The seminar will conclude with !&A as well as collaboration between participants.

Marcus Foster

Marcus graduated from Baylor University with a B.A. in Classics in 2000. He worked with youth in Berlin, Germany for five years, part of which was also spent studying theology at Humboldt Universität. He received a Masters of Humanities from the University in Dallas in 2012. Heavily invested in languages, Marcus hopes to stir a love for language and literature in his students. He and his wife, Julie, have been married for 10 years, and have three beautiful daughters.

Jeremy Sturdivant

Jeremy holds a B.B.A from Angelo State University and a Master of Divinity from Southwestern Baptist Theological Seminary. Jeremy taught public school for five years, a er which he move to Fort Worth to a end seminary. Since then he has both taught and coached at Covenant, as well as served as an associate pastor for Carroll Baptist Church. A passionate follower of Christ and a life-long learner, Jeremy hopes to instill in all of his students both a love for the Lord and a love for learning that brings glory to God the Father, teaching 7th Old Testament & Logic, 8th New Testament & Logic, and 10-12 Classical & Koine Greek.

Course Sequencing for Upper School Science

There are significant benefits to building an upper school science sequence around an introductory physics course in 9th grade. On the other hand, there are serious weaknesses and missed opportunities associated with the common practice of placing all students in biology in 9th grade. In this seminar we will explore the physics- first sequence in detail for both science and mathematics from 6th grade through 12th grade.

John Mays

John D. Mays has logged 16 years teaching in high schools and colleges in a teaching career that dates back to 1985. A er receiving his BS in Electrical Engineering from Texas A&M University, Mr. Mays spent 14 years in industry in engineering and engineering management. Vocationally drawn toward education, Mr. Mays completed an MEd in Secondary Education from the University of Houston in 1989, and subsequently completed 36 hours of graduate study in Physics at Texas A&M. He joined the faculty at Regents School of Austin in 1999 and completed an MLA at St. Edward’s University in 2003. Mr. Mays served as the Math-Science Department Chair at Regents School from 2001 until 2009 when he became Director of the Laser Optics Lab at Regents. He founded Novare Science and Math in 2009, and is the author of The Student Lab Report Handbook (2009), Teaching Science so that Students Learn Science (2010), and Accelerated Studies in Physics and Chemistry: A Mastery-Oriented Introductory Curriculum (2012). He continues to teach physics and mathematics at Regents School of Austin and to develop the Laser Optics Lab there.

Rhetoric as the Essential Art of the Upper School

In the last 20 years, we have begun to recapture the glory of the classical curriculum in our renewal. Now that we have seen how valuable the arts of the trivium are, we may be ready to take the next step in our mastery and implementation of them. This workshop explains the context, meaning, and incredible practicality – both in school and in ‘real life’ of classical rhetoric. It argues that rhetoric is nothing less than the key that unlocks the power of the whole classical curriculum.

Andrew Kern

Andrew Kern is the Founder and President of CiRCE Institute. He has also helped found Providence Academy, Ambrose School, Great Ideas Academy and Regents Schools of the Carolinas. Andrew is the co-author of Classical Education: The Movement Sweeping America, The Lost Tools of Writing and The CiRCE Guide to Reading. Andrew is also a consultant and founded the CiRCE apprenticeship.

The Five Canons of Rhetoric in the Upper School

Classical Rhetoric is more than just a stage in a child’s development – it’s a culmination of one process and the commencement of another. By examining each of the five cannons of classical rhetoric, you will see the immense power of the classical curriculum to prepare young men and women for leadership, for service, and for the kingdom of God.

Andrew Kern

Andrew Kern is the Founder and President of CiRCE Institute. He has also helped found Providence Academy, Ambrose School, Great Ideas Academy and Regents Schools of the Carolinas. Andrew is the co-author of Classical Education: The Movement Sweeping America, The Lost Tools of Writing and The CiRCE Guide to Reading. Andrew is also a consultant and founded the CiRCE apprenticeship.

Gender Division in Middle and Upper School

Ever considered full or partial single sex schedule? Examine the rationale for single sex classes in middle and upper school with a discussion of the experience of a school that has tried it.

Leslie Moeller

Leslie Moeller started the debate program for Geneva School of Boerne and is completing her fourth year as Head Debate Coach. She has coached students at the local, state and national levels. This past year, she has had two Public Forum debate teams ranked as high as 5th in the Nation. Both teams plus one Student Congress debater quali ed for the 2013 Tournament of Champions. Mrs. Moeller has a BA from the University of Virginia in English Literature and Economics and a JD from Boston College. In addition to coaching debate, she has taught Middle School Language Arts, Dialectic and currently teaches Senior Thesis. She has also served on the Board of Trustees of Geneva and the SCL Board.