Division: Teacher Education

Program Area: Mathematics Education

Course: ELE 3400 1301 002 Mathematics Instruction: PMY-8

Course Credit: 3 Semester Hours

Term/Year: WINTER 2013

Course Location: Room 255 College of Education

Time/Day: 12:50 P.M. – 3:35 P.M. Mondays

Instructor: Elsie Babcock E-mail: elsiebabcock@wayne.edu Office: Room 275 College of Education Office Phone: 313-577-0922 Office Hours: Mondays 11:30–12:30 P.M. Wednesdays 2:15–4:15 P.M. Saturdays 9:00-11:00 A.M. by appointment only Please email me if you would like to schedule an appointment during these times.

Support Staff: Saundra Sumner 313.577.0911

Course Introduction, Goals and Expectations Introduction. This is an introductory course designed to help you begin teaching mathematics. Our focus in this course will be on helping you use a number of instructional activities that are central to the content in elementary/middle school mathematics, that are deeply embedded in the curriculum, and that you can learn to do well as a novice. You will have an opportunity to demonstrate a variety of the mathematical activities that are supported and anchored in commitments to high-quality mathematics instruction expressed by mathematics education policy documents such as Principles and Standards of Teaching Mathematics (National Council of Teachers of Mathematics, 2000), and the Common Core Content Standards Initiative (2010). By learning to “do” these instructional activities well, you will learn a good deal of the mathematical content that matters for teaching elementary mathematics, but you will also learn have an opportunity to listen to your colleagues ideas, and how to adjust your teaching in response. Your knowledge of mathematics, your ability to represent ideas and hear others’ understandings of them, your skill in using mathematical tools like drawings, symbols, number lines, and your facility with language all matter greatly in teaching mathematics, and they will be practiced in the context of this course.

Mathematical proficiency. The underlying premise/questions is: What does it mean to be mathematically proficient? And then, drawing on the definition of mathematical proficiency, how would we design mathematics instruction so that students would become mathematically proficient?

Mathematical content. In one short semester, we will not be able to cover all of the mathematical topics and instructional activities that you will use over your teaching career. But we will be able to study deeply content that is pivotal in the school curriculum, and our learning together will prepare you to continue learning mathematical content and pedagogy across your career. The content for this course emphasize

Geometry, Measurement, Number and Operations strands (which includes Fractions/Fraction Decimals and Place Value). Sub categories focused on writing and literature will also be integrated within the activities and/or assignments.

This course supports the theme of the College of Education at Wayne State University of “The Effective Urban Educator: Reflective, Innovative and Committed to Diversity.” Accordingly, our course will focus on reflective teaching practice; innovation in mathematics instruction; and teaching diverse learners. These themes will be woven throughout the class.

We will have a number of different modes for learning to teach mathematics. These include:

1. Doing of mathematics ourselves, as a way to learn more about the mathematical content and the ways of listening and talking about mathematics that you will be able to use when you teach children.

2. Reading and Reflecting about mathematics teaching from the list of assigned and recommended readings and assignments. Our discussions of these readings, and your own responses to them in your Chapter Notes, will be a way to think about mathematics teaching outside of what you can experience first-hand.

3. Using several videotaped examples of teaching: the teaching of others that we can observe via videotape. Videotape has the great advantage of the pause button: you can stop the action, replay it, make conjectures about what you observed, and go back to watch again. Viewing student work will also provide an opportunity to reflect on how students think about and process the mathematics they are learning.

4. Rehearsing instructional activities (peer teaching experience and the Fraction Project). 5. Examine Foundations and Perspectives in teaching mathematics.

Goals Mathematical proficiency. The underlying premise/questions is: What does it mean to be mathematically proficient? And then, drawing on the definition of mathematical proficiency, how would we design mathematics instruction so that students would become mathematically proficient?

Mathematical content In one short semester, we will not be able to cover all of the mathematical topics and instructional activities that you will use over your teaching career. But we will be able to study deeply content that is pivotal in the school curriculum, and our learning together will prepare you to continue learning mathematical content and pedagogy across your career. Our major focus will be on content that students consistently test less well on, specifically, fractional concepts and fractional computation, geometry and measurement. We will also explore the mathematical content of place value with whole numbers, and on procedures and meanings for whole number computation. Using these topics, we aim to develop both computational fluency and number sense, two ideas that will be basis of our focus for whole number. The content focus cut a wide swath across the elementary and middle school mathematics curriculum, so you will be knowledgeable in important mathematical content as you begin teaching. Innovation in mathematics instruction and Reflective teaching practice: We will explore innovative methods and materials for helping students learn mathematics and what it takes to teach in innovative ways. Because innovation is a break from the past, it can be hard to adopt, challenging to teach, and difficult for parents and students to accept. And, not all innovation is necessarily good! So we will give close attention to appraising innovations in mathematics education, their value, and how to put them into practice in productive ways. Also, the course content will promote reflection on teaching practice. We will be designing lessons and implementing instruction with a group of your peers, and then develop skills of reflection. Instruction involves meticulous planning, interactive work with “students”, and then reflecting after the interactions on what “students” learned, how the lesson/activity went, and what to do moving forward. Becoming a dispassionate observer of one’s own practice, and teaching practice in general, is not an easy charge.

In mathematics education, teaching diverse learners means we will focus on how to teach mathematics so that all children can learn. Because mathematics is important in helping children express themselves and understand the world around them, and because mathematics is a gatekeeper to higher education and employment, we are committed to enacting instruction so that all children can have these opportunities. Often this requires making mathematical reasoning explicit, rather than assuming that children can figure out on their own what is often taken for granted. We will have an opportunity to view several classroom scenarios and respond to them in respect to the following: the different students you will teach and on how to develop many practices of teaching that are sensitive to and respectful of differences.

Instructional Activities Our course will prepare you to carry out three instructional activities that will provide the basis for a strong start in teaching mathematics. These three activities are:

o Posing mathematical questions. o Representing mathematical ideas in multiple ways. o Writing and implementing a lesson.

You will have many opportunities to “do mathematics” in class.

The development of a student’s power to use mathematics involves learning the signs, symbols and terms of mathematics. This is best accomplished in problem situations in which students have an opportunity to read, write, and discuss ideas in which the use of the language of mathematics becomes natural. As students communicate their ideas, they learn to clarify, refine, and consolidate their thinking. -Curriculum and Evaluation Standards for School Mathematics

Required Text: Van De Walle, J. (2011). Elementary and Middle School Mathematics — Teaching Developmentally 8th Edition. Boston, MA: Allyn & Bacon. ISBN, 9780133153989 WSU bundle or ISBN:0132612267/ISBN-13:9780132612265 w/o the bundle.

References: Please print articles, the syllabus and related materials prior to class. Follow the links on blackboard to access the GLCE’s and the Common Core State Standards for Michigan. You can also download a copy of the Michigan Curriculum Framework (not required/download a copy on your desktop instead of printing it off) at

http://www.michigan.gov/documents/MichiganCurriculumFramework_8172_7.pdf. Organize all of the course documents in a binder according to the following headings: Syllabus, Articles, Handouts, and Class Notes. Please bring the binder to class session indicated on the class schedule.

Additional Resources:

Burns, M. (1992). About Teaching Mathematics. New Rochelle, NY: Cuisenaire.

Cooney, T. J., (Ed.). (1990). Teaching and Learning Mathematics in the 1990’s. Reston, VA: NCTM.

Ker-Stenmark, J. (Ed.) (1991). Mathematics Assessment: Myths, Models, Good Questions, and Practical Suggestions. Reston, VA: NCTM.

Michigan Department of Education Lansing, MI. State Board of Education. http://www.michigan.gov/mde/

National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM.

National Council of Teachers of Mathematics. (1995). Assessment Standards for School Mathematics. VA: NCTM.

http://www.blackboard.wayne.edu (Please include name, course and section number on all materials submitted electronically.)

National Council of Teachers of Mathematics. (2006). NCTM Focal Points.

http://www.nctm.org/standards/focalpoints.aspx?id=282

Websites: MI CLIMB – Clarifying Language in Michigan’s

Benchmarks

http://www.miclimb.net Sample Curriculum and Plans for Education

(ScoPE)

http://www.michigan.gov/scope The Math Forum

http://mathforum.org/ National Council of Teachers of Mathematics

http://www.nctm.org/

MCTM

http://www.mictm.org DACTM

http://www.dactm.org/ Balanced Assessment

http://balancedassessment.concord.org/ The National Library of Virtual Manipulatives

http://nlvm.usu.edu/

Mail Order Sources for Materials and Resources Cuisenaire 1–800–237–3142 Delta Education 1–800–258–1302 Didax Educational Resources 1-800-458-0024 Heinemann 1-800-541-2086

ETA 1-800-445-5985 Heinemann 1–800–541–2086 Summit 1–800–777–8817 Marcy Cook Materials

http://www.marcycookmath.com/

Class Requirements and Grading Policy:

1. Attendance and class participation: Your participation in our class activities/discussions is important not only for your own learning but also the learning of others. If circumstances prevent you from attending a class, please email me in advance. Because much of the learning for this class will be real-time and in the presence of your colleagues, it is essential that you attend every class, since much of the work in the class is done together and is interactive. This is not a class in which reading the articles and writing papers suffices; what you will learn is in great part also through your interactions with your colleagues in class around the readings and the video and audio materials that we will view together, and in your work with “students”. For this reason, please do not use laptops or cell phones during class so that you can be fully engaged with your colleagues. (If you have learning needs that necessitate technology please let me know.) Excessive absenteeism or tardiness can result in the lowering of your grade (if absent or tardy for more than 5% of in class sessions). You are expected to complete all assignments on time and be prepared to share work in class. Attendance and participation in class, on projects, and/or virtually will be considered in assignment of grades.

2. Binder: You will maintain a binder where you will organize your course documents, writings, and assignments.

3. Readings (chapter notes) and weekly assignments (WTLs, Discussion Board…): You will be reading a variety of articles along with assigned chapters for this class, and you will be asked to write responses to these readings each week either in the form of a WTL and/or in the form of Chapter Notes. Some of the readings will be discussed explicitly in class, while others will be used in the context of other assignments or class discussions/activities. When you read, you will want to think of how you can bring ideas from the texts/articles to inform your work with children, and our work in analyzing, planning, and

exploring/teaching and reflecting on instructional strategies as well as understanding the mathematical content.

Tentative Class Schedule in the Syllabus/Weekly Announcements: Assignments and other activities that you are due each week are listed in the Tentative Class Schedule. If there is an adjustment in the schedule you will either receive an email and/or the information will be posted several days prior to class on our course Blackboard website under the Announcement link. The update/adjustment in the schedule is in response to our weekly progress. Also, a more explicit explanation may be needed for any given week. (Please refer to both documents.) PLEASE BRING THE PRINTED READINGS-ARTICLES/CHAPTER NOTES/TEXTBOOK CHAPTER FOR the WEEK AND/OR YOUR ASSIGNMENTS DUE TO CLASS. All assignments are to be turned in at the beginning of class. (Refrain for completing an assignment in class.) Unless a due date is changed, you must turn the assignment in on (or before) the date it is due. Assignments that are not turned in on time will be recorded as a zero on the due date. All assignments must be created as a word document (the only exception are the WTLs), single spaced, 12-pt. Arial, Helvetica or a similar font and edited carefully for grammar and spelling. Staple document pages at the top left-hand corner. Remember to note the source of ANY materials (books, articles, curricular guides, text, internet…) that you use. Students at this University can be expelled for plagiarism.

Plagiarism includes copying material (any more than 3-5 consecutive words) from outside texts or presenting outside information as if it were your own by not crediting authors through citations. It can be deliberate or unintended. If you're in doubt about the use of a source, cite it. Students caught plagiarizing information from other sources will receive a failing grade in the course. University policy states that students can be subject to multiple sanctions, from reprimand to expulsion as a consequence of academic dishonesty. To enforce this policy, all outside references must be submitted with assignments.

Please refer to the information on plagiarism at the following website:

http://www.indiana.edu/~wts/wts/plagiarism.html

4. Regular and punctual attendance and active participation during class is expected. Your participation in our class activities and discussions is important not only for your own learning but also the learning of others. If circumstances prevent you from attending a class, please email me in advance. Because much of the learning for this class will be real-time and in the presence of your peers, it is essential that you attend every class, since much of the work in the class is done together and in an interactive way. This is not a class in which reading the articles and writing papers suffices; what you will learn is in great part also through your interactions with your peers in class around the readings and the video and audio materials that we will view together. For this reason, please do not use laptops or cell phones during class so that you can be fully engaged. (If you have learning needs that necessitate technology please let me know.) Excessive absenteeism or tardiness can result in the lowering of your grade (if absent or tardy for more than 10% of class sessions). You are expected to complete all assignments on time and be prepared to share work in class. Attendance and participation in class, on group (or individual) research projects, and/or virtually will be considered in assignment of grades.

During the semester, students are encouraged to work cooperatively with other students, except during the final and/or quizzes.

5. Daily Quizzes: There will be 3 daily quizzes given during the term based on the chapters read, mathematical content and activities explored in class. (The quizzes will be completed in class.) You are allowed to use your notes taken in class and from the text but you may not use the text during a quiz. There are no make-ups for missing quizzes/exams. If you are unable to take the quiz/exam on the date required you will need to make arrangements to take the exam on campus before the exam date. The instructor will determine the date and time.

6. Blackboard Group Discussion Board/Virtual Activity: During this term you will have an opportunity to work independently on a virtual assignment and collaborate with a group of your peers. For the Bbd Group Discussions I will post several Threads for you to respond to, based on what you have read. You will then

need to respond to at least two of your group members. You will be assigned points based on the quality of your responses to the thread posted and to your group members. If you only respond to 1 group member then you will receive .5 pts. The discussions extend the conversation outside the classroom to give you an opportunity to dialogue with your peers about a posted Forum. I will “drop in” to visit the discussions, but the purpose of the discussion board is for students to actively engage in conversations with their peers. You will want to think about how you can contribute to our learning community through this online discussion. Discussion board forums will remain posted during the semester for your reference, but you will not be able to submit comments after the deadline date. Therefore, you should plan to make your contributions in a timely manner. The Virtual Activity will be discussed in class. Another form of a blackboard discussion assignment may include you viewing a video clip on a teaching segment and respond to Threads based on your observations.

The development of a student’s power to use mathematics involves learning the signs, symbols and terms of mathematics. This is best accomplished in problem situations in which students have an opportunity to read, write, and discuss ideas in which the use of the language of mathematics becomes natural. As students communicate their ideas, they learn to clarify, refine, and consolidate their thinking. -Curriculum and Evaluation Standards for School Mathematics

7. Group and Individual Presentations: There will be one group assignment, one 2 partner team assignment and one individual “peer teaching” assignment that you will need to complete in addition to the course assignments. For the Peer Teaching assignment you will identify and sign up for an activity from the text and teach a lesson that you developed to a small group of your peers and then reflect on how it went. This assignment includes you creating a lesson plan based on the College of Education plan.

The second assignment is a group presentation based on one of the chapters in Van de Walle that focus on current perspectives in Mathematics Education. The Chapters are: Teaching Mathematics Equitability To All Students, Using Technology to Teach Mathematics, Teaching Basic Facts and Building Assessment into Instruction.

The third presentation is the Fraction Project. You will sign up for a specific content in teaching fractions and work with a partner to create video clip: of you teaching a concept using a model or a how to or a rap or song. Criteria for this presentation will be shared in class.

Criteria for the first 2 presentations can be found in the syllabus or posted on blackboard. I will evaluate the quality of the connections you make between practical work and the issues raised in readings and class discussions, as well as the clarity of your oral and written presentation of your work and ideas.

8. WSU Disability Policy: If you have a documented disability that requires accommodations, you will need to register with Student Disability Services (SDS) for coordination of your academic accommodations. The Student Disability Services (SDS) office is located at 1600 David Adamany Undergraduate Library in the Student Academic Success Services department. SDS telephone number is 313-577-1851 or 313-577-3365 (TDD only). Once you have your accommodations in place, I will be glad to meet with you privately during my office hours to discuss your special needs. Student Disability Services’ mission is to assist the university in creating an accessible community where students with disabilities have an equal opportunity to fully participate in their educational experience at Wayne State University. Please be aware that a delay in getting SDS accommodation letters for the current semester may hinder the availability or facilitation of those accommodations in a timely manner. Therefore, it is in your best interest to get your accommodation letters as early in the semester as possible.

9. Religious Observance Policy: Because of the extraordinary variety of religious affiliations represented in the University student body and staff, the Wayne State University calendar makes no provision for religious holidays. It is University policy, however, to respect the faith and religious obligations of the individual. Students who find that their classes or examinations involve conflicts with their religious observances are expected to notify their instructors well in advance so that alternative arrangements as suitable as possible may be worked out.

10. Withdrawal Policy

Students who withdraw from a course after the end of the 4th week of class will receive a grade of WP, WF, or WN.

o WP will be awarded if the student is passing the course (based on work due to date) at the time the withdrawal is requested

o WF will be awarded if the student is failing the course (based on work due to date) at the time the withdrawal is requested

o WN will be awarded if no materials have been submitted, and so there is no basis for a grade Students must submit their withdrawal request on-line through Pipeline. The faculty member must approve the withdrawal request before it becomes final, and students should continue to attend class until they receive notification via email that the withdrawal has been approved. Withdrawals can be requested at any point from the fifth week of class through the study day.

11. Utilize your WSU’s student user ID (e.g., aa1104@wayne.edu) for all class communications. Unless you use your WSU user ID as your email, you will miss any communication sent to you using such email. You may connect your WSU email to another email address by going to http://webmail.wayne.edu; click on “Options” and then on “Forwarding.” Enter the email address that you want your WSU email to be forward to and click on “Start.” Email will be the primary source of communication with students when class is not in session- students need to check their WSU email regularly. SKYPE will be used for virtual conferences and/or virtual class sessions when appropriate as well as submitting assignments when you are unable to come to class.

12. University Policy

General Note on Grading The College of Education faculty members strive to implement assessment measures that reflect a variety of strategies in order to evaluate a student's performance in a course. For undergraduates and post-degree students C grades will be awarded for satisfactory work that satisfies all course requirements; B grades will be awarded for very good work, and A grades will be reserved for outstanding performance. Please note that there is a distribution of grades from A-F within the College of Education and plusses and minuses are recorded and distinguish distinct grade point averages. An incomplete grade for this course is not an option. You will need to make every effort to complete all assignments/assessments.

Course Evaluation and Grading:

Grades for this course will be based on total points for the assignments listed below (including but not limited to reading reflections, foundations and perspectives project, portfolio, class/virtual participation/preparation and assessments. The following point scale will be used:

Peer Teaching (7 pts)/Lesson Plan (15 pts) 22 Points Foundations/Perspectives and Concepts Prezi Presentation 30 Points Fraction Project (rap, how to, or song) 20 Points Writing To Learn Questions (6 @ 3 points each) 18 Points Virtual Activity/Report (1 @ 5 pts) 5 Points Two Column Notes (7 @ 3 points each) 21 Points Blackboard Discussion Groups (3 @ 4 pts ea) 12 Points

Quizzes (3@30 points each) 90 Points Extra Credit (optional) Varies

Professional Commitment 32 Points Maintaining course binder 2 pts Attendance 15 pts Class participation/preparation 15 pts

TOTAL POINTS: 250 Points

In determining course grades, the following grading scale will apply (Extra credit points are not included):

95 -100 A 90 - 94 A- 87 - 89 B+ 84 - 86 B 80 - 83 B-

77 - 79 C+ 74 - 76 C 70 - 73 C- 67 - 69 D+ 64 - 66 D 60 - 63 D-

Below 60 F

ASSIGNMENTS

COURSE BINDER

(An educational math portfolio contains samples of a student's work that is collected over a given length of time, teachers’ evaluation and student self-reflections. “A good portfolio offers insights to a student's thinking, understanding, and mathematical problem-solving skills, and thus offers a picture of the student's progress in math.” The pieces of work that are put into a portfolio are called “artifacts”.)

For this activity you will maintain a product/course materials portfolio in a binder under the Assignment Tab (include all assigned work you have completed. (Refer to the Class Policy section in the syllabus.) You should maintain this throughout the term. You will receive a total of 2 pts for maintaining your binder throughout the term and writing a reflective statement.

TEAC EDVIDENCE OF SOURCES: REFLECTIVE JOURNAL

GROUP DISCUSSION BOARD During the semester selected readings and activities will be assigned. The readings and activities are intended to extend your understanding of class topics and provide classroom examples that support the teaching and learning of specific mathematics strands. The Bbd Discussions extend the conversation outside the classroom to give you an opportunity to dialogue with your peers about a posted Forum. I will “drop in” to visit the discussions, but the purpose of the discussion board is for students to actively engage in conversations with their group members. You will want to think about how you can contribute to our learning community through this online discussion. Discussion board forums will remain posted during the semester for your reference, but you will not be able to submit comments after the deadline date. Therefore, you should plan to make your contributions in a timely manner. Refer to the Forecasts for additional information. Foundations and Perspectives Presentation (GROUP)

For this assignment you will focus on one of the topics presented in the following chapters: 5, 6, 7, and 10. Each of the chapters address specific issues and concepts related to the teaching and learning of mathematics. Your group will need to compile a total of 30 points for your Foundations/Perspectives and Concepts presentation. Refer to the rubric below to assist you preparing your group presentation.

CATEGORY 5

Exceeds Expectations!

4

Meets Expectations

3

Basic

2-1

Below Basic

Content Information Easy to read and all elements are clearly written, labeled, or pictured. This also includes a minimum of 4 big ideas and 4 frame/links/paths per idea with pictures/audio embedded.

Somewhat easy to read and all elements are clearly written, labeled, or pictured. Just enough words on each slide. Included 4-3 big ideas and 4-3 frame/links/paths per idea with pictures/audio

Too much content on each slide. Some of the elements are clearly written, labeled, or pictured. Only included 2 big ideas and 2 frame/links/paths per idea. Very few images embedded. Lacks

Little or no content on each slide. None of the elements are clearly written, labeled, or pictured. Only included 1 big ideas and 1 frame/links/paths per idea. Very few images embedded. Lacks

Comprehensive research. Demonstrated clear and accurate understanding of the content. Detailed and thorough.

embedded. Demonstrated clear understanding of the content. Some details and pertinent content missing.

depth or knowledge of the content.

depth or knowledge of the content.

Mechanics No errors in grammar, spelling, punctuation, or usage.

No more than 2 errors in grammar, spelling, punctuation, or usage.

No more than 4 errors in grammar, spelling, punctuation, or usage.

More than 5 errors in grammar, spelling, punctuation, or usage.

Oral Presentation Enthusiastic and enjoyable to listen to. Audience was fully engaged in the presentation. Group was well prepared and had obviously rehearsed. Each frame was used as springboard to discuss the content. No one read the note cards or read the slides word for word. You know your content! Handouts are useful and relevant. Stayed within the 15-20 minutes limit for the presentation.

Interesting. Easy to listen to. Held audience's attention, but a couple more rehearsals would have helped. At least 2 group members were too depended on note cards and/or read the information on the slide. Were able to answer most of the questions asked by the audience. Handouts are useful. Stayed within the 20 minutes limit for the presentation.

Vague. Felt impersonal and sometimes confusing. Audience had to "force" their attention at times. It's evident that rehearsal and/or knowledge of the content was lacking. Totally depended on note cards and slides. Could not answer the majority of the audience questions. No handouts and/or activities. Exceeded the time limit by 10 minutes

Emotionless. Uncomfortable to listen to. Audience was unmoved. Weak and disorganized. Was not prepared enough to present today. Could not answer any of the audience questions. Understanding or knowing the content was lacking. Strayed. Off topic. Over the time limit by 15 minutes.

Creativity/Visual Presentation

WOW! Exceptional attention was given to details. Outstanding quality! Information was organized in a clear, logical way. It was easy to anticipate what information would be presented next. Is well organized using the features of Prezi. Demonstrates in depth and application of critical thinking skills (analysis, synthesis, evaluation). Project shows notable insight or understanding of the topic.

Most information was organized in a clear, logical way. Well Done! Visually pleasing for the most part; 1-2 details could have been refined for a more attractive product! Good quality!

One or two pieces of information, however, seemed misplaced/out of sequence. So-So! 3-4 details could have been refined for a more attractive product. Average

quality. There is an

organizational structure, though it may not be carried through logically or consistently. There may be factual errors or inconsistencies, but they are relatively minor.

Some information was logically sequenced, but some other pieces of information seemed misplaced. There was no obvious/clear plan for the organization of information. Oops! Appeared careless or messy. Many details needed refinement for a strong or attractive product. Poor quality. The project has a weak focus. May contain creative aspects but those aspects tend to distract the viewer from the stated purpose of the presentation.

Technology All of the prezi One video or link did Two of the Three or more of the

Elements elements/links worked correctly!

not work correctly. technology elements did not work correctly.

technology elements did not work correctly.

Work Cited All sources used in presentation were listed in proper format, including textbook, sites (if applicable), images, audio and videos(s).

1-2 sources or URL's were missing.

More than 3 sources or URL's were missing.

No works were cited.

WRITING TO LEARN QUESTIONS You will be assigned 6 Writing to Learn Questions throughout the term (2 questions from the same chapter or 2 separate chapters in the same week is consider 1 WTL). Your name, the Course and Section Number (ELE 3400 002) and Chapter Number should appear in the upper right hand corner of an index card. The date and WTL ordinal number should appear in the upper left hand corner of the card. Write the assigned question with your response. At scheduled intervals you will have an opportunity to share your response/thinking about the question with your peers during class. (WRL question/response will be collected at the beginning of class.) Please refer to the syllabus/scedule for due dates, question number(s) and content focus. TEAC EDVIDENCE OF SOURCES: TEACHING AND LEARNING PEER TEACHING (INDIVIDUAL) 1. You will have an opportunity to select and sign up for teaching an activity from the Geometry or

Measurement chapter and create a lesson plan. 2. Plan for the activity by preparing the materials, which you will need to teach the activity to a group of

your peers (maximum of 8 students) for a maximum of 15 minutes. 7 points 3. Create and submit a draft of your lesson plan using the lesson plan format on blackboard, on the day

you conduct your peer teaching. Remember the identified GLCE/objective/CCSS should be evident in/supported by the lesson development (instructional strategies) and assessment. You will have only 1 opportunity to make necessary changes based on the recommended feedback to receive full points. If you need to make changes you will have to resubmit the plan the following week after receiving feedback, for full/partial credit (15 points for full credit). Your self-reflection should include the following:

What you think went well, any comments from your “students” and any changes you would make the next time you “teach” the lesson, and if you think your lesson matched the objective and GLCE. The lesson plan format on blackboard includes additional reflective statements to consider.

When you receive full credit you have the option of either sending the lesson plan to the class via email or making copies to distribute in class. If you decide to send the activity as an attached file to students save the document without spaces between your last name, the document title, and include .doc at the end of the title. Example: babcockgeopeeractivity.doc.

TEAC EDVIDENCE OF SOURCES: LESSON PLAN, TEACHING/LEARNING CURRICULUM ANALYSIS AND CLASSROOM MANAGEMENT

ASSIGNED READING AND NOTES You will be assigned chapters to read and take notes on the content (this includes activities) that you are unfamiliar with. The notes can be used when you take your daily quiz. There is a correlation between comprehensive notes and increased performance on a quiz. This includes being familiar with the content. You can use any form of note taking that is comfortable for you. Below you will find an example of a note-taking format.

Two Column Notes Your notes should reflect the entire chapter, especially if the content is unfamiliar. The notes can be used on the in class quizzes. (Textbooks are not permissible.)

Purpose for Using Two-Column Notes (more information on two-column notes in Week 1 folder):

o Elicits students’ prior knowledge of the topic of the text. o Sets a purpose for reading. o Helps students to monitor their comprehension. o Allow students to assess their comprehension of the text. o Helpful on the daily quizzes to recall detailed/new information.

The left column is for questions that you may have to clarify content that does not make sense.

CLASS SCHEDULE (TENTATIVE): REFER TO THE Bb ANNOUNCEMENTS FOR ANY CHANGES IN SCHEDULE

Class Assignment(s)

DUE DATE

Week Topic Considered Readings Note: Read chapters prior to class

Assignments Due Note: ASSIGNMENTS ARE LISTED ON THE DATE WHICH THEY ARE DUE

EXCEPT WHEN INDICATED*

Jan. 07 1 o CLASS ORGANIZATION AND

REQUIREMENTS: SYLLABUS AND LESSON

PLAN FORMAT

o TEACHING MATHEMATICS IN THE ERA OF

THE NCTM STANDARDS

o WHAT IT MEANS TO KNOW AND DO

MATHEMATICS

Chapters 1 and 2

1. Download the syllabus and review prior to class. Highlight any part of the syllabus that you may have questions about. Also, download the lesson plan format w/explanation. Bring a copy of both documents to class.

2. Review the content in Chapters 1 and 2.

Jan. 14 2 o PROBLEM SOLVING

o EXPLORING MEASUREMENT CONCEPTS

Articles: Fostering Mathematical Thinking and Problem Solving and Children to Solve Mathematical Problems

Chapter 19

1. Blackboard Discussion 1: After reading the articles located in the Problem Solving Folder, you will need to log onto Blackboard (Select Tools and then select Groups) and post your first entry for the Threads by Wednesday, Jan. 9

th midnight and then

respond to at least 2 of your group members for each post by midnight on Sunday, Jan. 13

th - Jan. 14

th.

2. Chapter Notes: Chapter 19 3. Writing To Learn 1: Chapter 19 Question 1

Page 400 4. Explore prezi.com

Jan. 21 3 HOLIDAY UNIVERSITY CLOSED

Jan. 28 4 o EXPLORING MEASUREMENT CONCEPTS

o EXPLORING GEOMETRIC THINKING AND

GEOMETRIC CONCEPTS

Chapter 19

Chapter 20

1. Chapter Notes: Chapter 20 2. Explore prezi.com

Feb. 04 5 o VIRTUAL ACTIVITY: GEOMETRY/MEASUREMENT APPLETS AND

WEB LINKS LISTED UNDER ONLINE

RESOURCES ON PAGES 400 AND 432

ASSIGNMENT POSTED ON BLACKBOARD IN

THE GEOMETRY FOLDER FOLDER- HAVE

FUN!

Chapter 20

1. Virtual Activity: Geometry and Measurement Exploration Post in Messages in Tools on Blackboard on February 4

th by

3:35. 2. Chapter 20 Notes 3. Draft lesson plan for Geometry and

Measurement.

Feb. 11 6 o EXPLORING GEOMETRIC THINKING AND

GEOMETRIC CONCEPTS

PEER TEACHING: GEOMETRY AND

MEASUREMENT

Chapter 20

1. Writing To Learn 2: Chapter 20 Question 2 Page 432

2. Draft lesson plan

Feb. 18 7 o CHAPTERS 19 AND 20 QUIZ

o DEVELOPING FRACTION CONCEPTS

Chapter 15 1. Read Chapter 15 2. Blackboard Discussion 2: After reading

Chapter 15, you will need to log onto Blackboard (Select Tools and then select Groups) and post your first entry for the Threads by Wednesday, Feb. 13

th midnight

and then respond to at least 2 of your group members for each post by noon on Sunday, Feb. 17

th.

Feb. 25 8 o DEVELOPING FRACTION CONCEPTS

o FRACTION PROJECT

Chapter 15

1. Chapter 15 Notes 2. Writing To Learn 3: Chapter 15 Questions 3

and 4 Page 313

Mar. 04 9 o DEVELOPING STRATEGIES FOR FRACTION Chapter 16 1. Chapter 16 Notes

COMPUTATION

o FRACTION PROJECT

2. Writing To Learn 4: Chapter 16 Question 2 Page 336

Mar. 11 10 SPRING BREAK

Mar. 18 11 o CHAPTERS 15 AND 16 QUIZ

o DEVELOPING CONCEPTS OF DECIMALS AND

PERCENTS

Chapter 17 1. Geometry/Measurement Lesson Plan 2. Chapter 17 Notes 3. Writing To Learn 5: Chapter 17 Question 2

Page 336

Mar. 25 12 o DEVELOPING CONCEPTS OF DECIMALS AND

PERCENTS

o PROPORTIONAL REASONING

Chapter 17

Chapter 18

1. Chapter 18 Notes 2. Writing To Learn 6: Chapter 12 Question 3

Page 3374 3. Blackboard Discussion 3: After reading

Chapter 18, log onto insidemathematics.org. Select Classroom Video Visits and then select the link Public Lessons in the menu on the left side of the screen. Under the heading CHOOSE A PUBLIC LESSON select Proportions and Ratios (5

th Grade Math). View the videos-

Lesson Planning, Introduction, Problems 1-4, Closure and Debrief. Next, you will need to log onto Blackboard (Select Tools and then select Groups) and post your first entry for the Threads by Friday, Mar 29

th midnight

and then respond to at least 2 of your group members for each post by noon on Sunday, Mar. 31

st.

Apr. 01 13 o CHAPTERS 17 AND 18 QUI Z o FRACTION PROJECT

1. Fraction Story Board

Apr. 08 14 o DEVELOPING WHOLE NUMBER PLACE

VALUE CONCEPTS Chapter 11 1. Chapter 11

Apr. 15 15 FRACTION PROJECT 1. SHARING FRACTION PROJECT

Apr. 22 16 GROUP PRESENTATIONS 1. Foundations/Perspectives and Concepts PREZI

Apr. 23 STUDY DAY

04/24- 04/30 FINAL EXAMS