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Park University School for Education Conceptual Framework
EDE 385 Diagnosis & Remediation for Math Difficulties
SP 2010 HO
B.S. Elementary and Middle School Education Minor in MathematicsM.A. Curriculum InstructionED.S. Urban Leadership
You may reach me at home or on my cell phone.
Please call Wednesdays between 5 and 8pm or weekends between 9 and noon.
2:25 - 4:55 PM
of Elementary and Secondary Education. (2004). Mathematics grade-level
expectations. Jefferson City, MO: Author.
Missouri Department of Elementary and Secondary Education.
(1996). Missouri show-me
Jefferson City, MO: Author
be accessed at http://www.dese.mo.gov/standards/
Missouri Department of Elementary and Secondary Education.
(2003). MoSTEP 188.8.131.52
competencies Grades 1 - 6. Jefferson City, MO: Author.
be accessed at http://www.dese.mo.gov/divteachqual/teached/competencies/math_1-6_4-23-03_.pdf
Singleton, A.H., & Weaver, T.L. (2006). Teaching
mathematics to all children: Designing
and adapting instruction
to meet the needs of diverse
learners, (2nd ed,). Upper Saddle River, NJ: Pearson Education,
ISBN # 0-131-17574-2
Electronic Portfolio (Foliotek www.foliotek.com)
All SFE students are required to
purchase a license to use the Foliotek electronic portfolio to produce a SFE
portfolio, a graduation requirement. A license may be purchased for 6 yrs. -
$125.00, 5 yrs. - $120.00, 4 yrs. - $112.00, 3 yrs. - $87.00, 2 yrs. - $59.00,
or 1 yr - $30.00. To make arrangements to purchase a Foliotek license, you must
contact Carol Williams at Carol.Williams@park.edu
and provide your full name, student ID number, program (i.e., BSEE or BSECE),
and # of years you wish to purchase the Foliotek license. Within a few days,
you will receive an email from Foliotek with online purchasing information.
Upon receipt of this email, you may purchase your Foliotek
contract. After receipt of your payment, you will receive your login
information from Foliotek. You must then send a final email to Carol Williams (Carol.Williams@park.edu) requesting
she provide your current education professors and academic advisor - list them
- access to review your portfolio. It is imperative you complete this
Marzano, R. (2006). Classroom Assessment and Grading that Works.
Association for Supervision and Curriculum Devlelopment.
National Council of Teachers of Mathematics. (2000). Principles and standards for school
An overview. Reston, VA: Author.
Parker, K., City, E., Murnane, J. Eds. (2006). Data wise: A step-by-step guide to using
results to improve teaching and learning. Cambridge, MA: Harvard Press.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
instructor’s educational philosophy is to encourage learners to interact with
one another—to share knowledge, skills, experiences, thoughts, and beliefs—in a
climate of mutual respect and appreciation of differences in order to enhance
professional/personal knowledge and skills. A variety of instructional formats
are utilized, including lectures, readings, quizzes, dialogues, examinations,
Internet, online, videos, web sites, and writings, with the goal of motivating
the learner to self-reflect and analyze how new/enhanced knowledge and skills
can be applied to improve his/her future educational practices.
Learning Outcomes: Core Learning Outcomes
You are required to:
a Math Activities Resource Notebook to serve as a reference of math
activities you may use in your professional practice to meet the needs of
diverse learners (MoSTEP 184.108.40.206; 220.127.116.11; 18.104.22.168). Specifically, you are to
select one of the math activities presented in each of the chapters,
chapters 4 – 12 (ranging from Beginnings to Data Analysis and
Probability), in the Tucker, Singleton, and Weaver text Teaching Mathematics
to ALL Children and create a written two (2) page description (with
appropriate headings) to add to your Math Activities Resource Notebook. For
each description (9 total), you must include:
a.) Name of Activity
- What specific math skill(s)
are targeted in this activity? Are these process or content standards or both?
- Identify the steps involved
in using this instructional activity.
- List all materials and/or
resources needed to complete this activity.
- Estimate approximately how
much time this activity would take to complete.
d.) Rationale of Effectiveness
- Given what you know about
the characteristics of children who have difficulties learning math, provide a
rationale for the effectiveness of this activity for students who may have math
Each completed description must be
submitted as an attachment (.doc or .pdf file) to the appropriate dropbox basket
in the EDE 385 e-Companion website.
online discussion activities (8 total) on assigned readings or class discussion.
For reading assigned (e.g., articles) by the Instructor, you are to complete an
online discussion activity designed to enhance your knowledge and/or skills
related effective mathematics instruction (MoSTEP 1.2.5). The discussion
activity will require that you carefully read the assigned reading, or reflect
on class discussion, post an initial response to the Instructor’s question(s)
related to the reading, and engage in the ongoing discussion about the reading by
responding to peers’ reflections to the topic(s) contained in the assigned
reading. Thus, at a minimum, you must post an initial response by the due date
and respond to at least one peer’s comments within a 48-hr period after posting
your initial response. These posting must occur on two (2) different days; this
will allow time for the discussion to be expanded and elaborated. These
discussions will take place on the EDE 385 e-Companion website. A Rubric for
the Discussion Activities may be located in document sharing, category Rubrics
on the EDE 385 e-Companion website.
a.) Initial post- within 48
hours of class.
b.) Response posts- by the next
a partial Teacher Work Sample (TWS) that uses children’s literature to teach a
lesson on a mathematical strand (i.e., math knowledge and skills) (MoSTEP 22.214.171.124;
126.96.36.199; 188.8.131.52). Research has shown the benefits of literature-based
mathematics (Haury, 2001); therefore, you are to use children’s literature to
prepare a math lesson plan for a general education classroom. Specifically, you
select a children’s book you wish to include in a lesson plan (TWS performance
standards II, III, IV, and VI) designed to enhance students’ knowledge and
skills related to mathematics. There are several online resources that provide
information about children’s literature books that emphasize mathematics
education, such as…
Teaching Mathematics with Children’s Literature http://fcit.usf.edu/math/resource/bib.html
and Literature: Perfect Together http://www.mrsmcgowan.com/math/math_and_literature.htm
and Children’s Literature http://sci.tamucc.edu/%7Eeyoung/literature.html
Once you have selected a
children’s book you plan to use, then you must prepare an annotated
bibliography (1 page) in which you provide: (1.) the citation of book (follow APA guidelines), (2.) a
brief description of the book (i.e., brief narration of the story line), (3.) approximate
grade-level and/or age-level appropriate for this book, (4.) mathematical
strands relative to this book, and (5) your name as reviewer. Your annotated
bibliography must be uploaded to the e-Companion website in document sharing,
category Children’s Literature. The same book cannot be used by more than one
person; therefore, select your book and post your annotated bibliography early
to insure your first choice. After everyone posts their annotated
bibliographies, you will have additional information about potential future
resources to use in your teaching of mathematics.
select a children’s book, prepare a lesson plan (TWS performance standards II,
III, IV, and VI) that utilizes the book to teach mathematical knowledge and/or
skills. The lesson plan may cover one class period or multiple class periods.
The lesson plan may be a pre-existing one or one created from scratch; however,
if you use a pre-existing lesson plan, then you must reference your source. The
lesson plan may be at any level (grades K-6) and include any mathematical
strand of your choosing.
its source, the lesson plan must
follow the format of the Lesson Plan Outline described in the TWS provided by
the Instructor. It must include
all the essential elements including:
(TWS Performance Standards II Learning Goals and III Assessment Plan)
(TWS Performance Standard IV Design for Instruction)
• Product (TWS Performance Standard VI Analysis
of Learning Results)
you have completed your TWS, upload your completed TWS to document
sharing, category Teacher Work Sample to share it with other students in
posts their TWS, you will have additional future resources to use in your
teaching of mathematics. You should also be prepared to verbally share
with others in class.
You must submitted your completed TWS to
the appropriate dropbox basket on the EDE 385 e-Companion website for
Note: A detailed description of the TWS and the TWS Rubric may
be found in document sharing, category Teacher Work Sample on the EDE 385
increase your knowledge and skills on how to select, adapt, and use
instructional strategies and materials according to the needs of diverse
learners, particularly those who may have math learning problems (MoSTEP 184.108.40.206),
you are to complete 4 classroom mini-lessons presented in class. (One of these
may be your TWS assignment.) Each lesson must have:
description of the purpose and audience for the lesson.
demonstrate ability to differentiate in order to reach diverse learners.
or connection to a real life situation, or rational behind student interest.
description of a possible pre-testing source of information, description of
formative assessment strategies, and description of summative assessment.
copies of your lesson for sharing with class members such that they may add to
their file of possible lessons.
5. Complete a reflective essay that address the
knowledge and skills associated with the MoSTEP 220.127.116.11 performance indicator.
For all students, particularly
those with special learning needs, to be successful, it is important that the
preservice teacher “…selects alternative strategies, materials, and technology
to achieve multiple instructional purposes and to meet student needs” (MoSTEP
18.104.22.168). Education students are required to address all of the MoSTEP quality
and performance indicators in their SFE portfolio, a graduation requirement.
Completion of this assignment will help support the continued development of
your SFE Portfolio.
To complete this assignment, you must follow the guidelines and criteria
outlined in the SFE Portfolio Rubric. A copy of the SFE Portfolio Rubric may be
found in document sharing, category Rubrics on the EDE 385 e-Companion website.
Note: EDE 385 assignments that may be used to provide evidence of your
knowledge and skills (i.e., artifact) related to this indicator include: In-class
Mini Lessons, Teacher Work Sample, and Applied Case Study (Core
To help you complete this assignment, you will be assigned to a peer
group. In your peer group, you will work together to think and write about the
MoSTEP 22.214.171.124 indicator. As you prepare your essay, you will engage in the
writing process – prewriting, writing, reviewing, editing, reviewing, and
revising – within your group. As you engage in the writing process in your
group, the goal is to produce successively improved drafts of the essay based
on feedback from your group. Thus, you should plan on revising at least two
drafts of the essay BEFORE you submit you final draft to the Instructor for
grading. Refer to the Course Schedule for information about due dates. Your
completed essay must be submitted via your electronic portfolio for
Instructor grading; therefore, you must contact Carol Williams at Carol.Williams@park.edu and provide
permission for the Instructor to review your portfolio. The Instructor will be
monitoring the discussions and activities of your peer group throughout the
6. Complete the Core Assessment. All Park
University courses must include a core assessment that measures the relevant
Departmental Learning Outcomes. The purpose of this assessment is to determine
if expectations have been met concerning mastery of learning outcomes across
all instructional modalities. The core assessment for this course is the Applied
Case Study (ACS) and will account for a significant part of the total grade
and address core learning outcomes 2, 3, 4, 5, 6, 7, and 8.
While in the field (Practicum),
the preservice teacher candidate will work with his/her University Instructor,
Practicum Instructor, and the assigned Cooperating Teacher to identify a
student who would benefit from additional instructional support in the area of
mathematics and who would be appropriate to participate in the Applied Case
Study (APC). The Applied Case Study will consist of a Pre-Assessment
Profile and a Post-Assessment Report. Specifically, the preservice
a Pre-Assessment Profile, which must include:
general description of the student involved in the Applied Case Study (APC).
The description of the student must include the student’s age, grade, gender,
ethnicity/race, SES, reason for teacher referral (based on interview of the
teacher) and an overview of previous math performance (e.g., previous test
summary of the pre-assessment results. The pre-assessment of the student must
be conducted in the school setting, and consist of an error analysis, and at
least two other informal means of assessing the student’s math knowledge and
skills, and his/her attitude about math. The summary of the pre-assessment must
include a description of the informal assessments used, a rationale for the use
of these types of assessments, specific results from each of the assessments
completed, and an overall analysis of the student’s strengths and needs. Copies
of all assessments used must be attached to the Pre-Assessment Profile in an
individualized instructional plan. Based on the results from the pre-assessment,
a prescriptive instruction plan for the student must be developed to address
the individual needs of the student. The prescriptive instructional plan must
include a description and justification of at least two (2) mathematical
strategies/activities selected to address the specific needs of the student.
Each of the strategies/activities in the plan must be linked to MoSTEP Show-Me
Standards and Mathematics GLE. This plan will be use to guide instruction
during tutoring sessions.
B. Complete a Post-Assessment
Report, which must include:
of Tutoring Sessions. The preservice teacher candidate implements the instruction
plan by conducting tutoring sessions with the student. At the conclusion of
each tutoring session, a Post-Session Reflection Sheet (PSPR) must be
completed to track and analyze each tutoring session. These PSPRs will be
shared regularly during class sessions with peers and Instructor, and with the
Cooperating Teacher at the school site. Copies of all the PSPRs must be
attached to the Post-Assessment Report in an Appendix.
summary of post-assessment results. After tutoring instruction, a
post-assessment is conducted for the student. The summary of the
post-assessment must include a description of the informal assessments used, a rationale
for the use of these types of assessments, specific results from each of the
assessments completed, an overall analysis of the student’s strengths and
needs, and a critical reflection on the effectiveness of the instructional plan
and tutoring sessions in meeting the student’s identified needs. Copies of all
assessments used must be attached to the Pre-Assessment Profile in an Appendix.
overall conclusion. Provide an overall analysis describing what the preservice teacher
has learned about the student’s knowledge, skills, and attitude about
mathematics and offer suggestions for future support of the student.
Applied Case Study, including the Pre-Assessment Profile and the Post-Assessment
Report, will be copied and given to the student’s teacher, who may wish to
share it with the student’s parents.
D. The Applied
Case Study will be shared during a formal class presentation with peers and
The final grade will be based on the percentage of total
= 90 – 100 %
= 80 – 89 %
C = 70 – 79 %
= 60 – 69%
= 59% or lower
Points may be earned as follows:
Activities Resource Notebook 90 (9 descriptions
x 10 pts. each)
Discussion Activities (Journal) 80 (8 activities
x 10 pts. each)
of Math Activities 200 (4 activities x 50 pts.
Teacher Work Sample 100
MoSTEP 126.96.36.199 Essay for Portfolio 100
Case Study (Core Assessment) 400
TOTAL POINTS: 1000
Late Submission of Course Materials:
ALL assignments, even if late, are required to
earn a grade for this course. Late assignments will result in the loss of
points - 10% per calendar days past the due date x total points possible for
Classroom Rules of Conduct:
You are expected to:
class on a regular basis. Come to class on time. (See Instructor's attendance
in assignments to the Instructor on time (see course schedule for more specific
information regarding due dates).
understand, and follow the course syllabus. The course syllabus should serve as
a resource for this course and, as a result, should be consulted frequently.
the EDE 385 e-Companion (e.g., announcements, gradebook, document sharing,
dropbox, threaded discussions, webliography) (www.parkonline.org) as directed by the
Instructor. This is a blended class, meaning we will be using a
combination of face-to-face and online formats to complete the course.
Moreover, there will be several class sessions that will meet online, so not
all class sessions will be held face-to-face. Please refer to the course
schedule for more information. Because
this course is a blended course (i.e., using both the face-to-face AND
online formats), to be successful, it is imperative you become familiar with
using the e-Companion website.
the Foliotek electronic student portfolio to submit the MoSTEP 188.8.131.52
performance indicator essay for Instructor grading – NO EXCEPTIONS.
all electronic copies of assignments as .doc or .pdf files, not .docx files.
Submit assignments as directed by the Instructor; assignments submitted incorrectly
will NOT be accepted.
the professional education literature to complete research requirements in
course assignments. If you are unfamiliar with Library’s educational databases
(e.g., EBSCOhost research database; Educational Resources Information
Center/ERIC), you are encouraged to make an appointment with one of Park’s
Reference Librarians for instruction and guidance.
your PirateMail on a regular basis for current information about what is
happening in the course, the Graduate School for Education, and the University
in general. With Park moving towards using a "paperless" system, it
is critical you be able to receive and send important communication via Park's
PirateMail system. For specific information regarding PirateMail, see undergraduate
catalog. If you have forgotten
your OPEN ID or Password, or need assistance with your PirateMail account,
please email email@example.com or call 800-927-3024.
reading assignments prior to the class session, bring textbook(s)/materials to
class, and consistently contribute meaningfully to class discussions. You are
expected to fully participate in all class activities, including lectures and
discussions, demonstrations, presentations, small group projects, and any other
type of in-class and online activities that may occur.
yourself in a highly professional manner. In addition to those guidelines about
student conduct established by the University (e.g., cheating, plagiarism) and
the School for Education (i.e., teacher dispositions), professionalism includes
such things as establishing positive relationships and engaging in positive
interactions with peers, colleagues, and instructors; attending respectfully to
others who are sharing information with the class or group; and being flexible
to unforeseen changes in the course syllabus.
current APA style in all aspects of written assignments (e.g., double-space,
indent paragraphs, page numbers in upper right, correct in-text citations,
references, etc.). Failure to
demonstrate appropriate use of current APA style will result in a reduction of points for
the assignment (i.e., minimum of 10% of total grade), as will style, spelling,
and format errors. In professional writing, past tense is generally
accepted. Avoid using
contractions, personal pronouns, or slang expressions. You MUST use
people-first language (e.g., individuals with
disabilities; students with learning
disabilities). You are encouraged to use the services of the Academic Support
Center (Mabee 406, near the Library, 584-6330) for assistance in developing
written reports and for editing and style assistance.
regulations detailed in the Park
University 2009 – 2010 Undergraduate Catalog
and the undergraduate student handbook, Park
University Handbook for the Professional Team, School for Education, Revised
* The following course schedule of topics indicates dates
for readings and assignments to be done. It is tentative for several
reasons: (1) class discussion may
indicate content changes; and (2) as we progress, we may decide to devote more
or less time to a topic. Subject to the above, we will follow the
schedule. Unless we agree in class
to a change in assignment due dates, they will remain as indicated.
Week 1 Class Introduction/
Importance of math aptitude/attitude
Effective Math Teachers, Best Practices
Journal Reflection -Why do I want to
teach Math? (1 page)
Week 2 Instructional
Activities and Diversity
of Math Assessment
Reflection – What is my part as a teacher in education? (1 page)
Week 3 Lesson Design, Early
of Differentiated Instruction & Students with Math or Disability problems
Reflection – Open, your choice… (1 page)
Week 4 Whole Numbers
Mini lessons 1
Journal Reflection – What would I have done
differently and why? (1 page)
Week 5 Fractions, Decimals
Reflection – What lesson did I observe that seemed to be most effective and
why? (1 page)
Week 6 Measurement and
Reflection – What is good teaching? (1 page)
Week 7 Data Analysis and
Reflection – How comfortable am I with Data analysis? (1 page)
Week 8 Effective Practice
Reflection – What is a “life long learner”? (1 page)
Week 9 Begin Practicum!!!!
(Who What When Why and HOW)
Core Assessment I- (2-3 pages)
A) Describe your student,
the classroom environment, also include the district demographics, (race, SES
numbers etc), size of the district, number of teachers, general outcomes on MAP
testing, and financial standing.
B) Describe your
pre-assessment strategies based on what you know about the information in part
“A”. While listing your strategies describe your learning goals, what you
intend to find out, teach, and assess for growth. Describe (initially) what you
are looking for as an indicator for success.
Week 10 Where are we at,
where are we going?
Core Assessment II- (2 pages)
A) Discuss your pre
assessment results and describe your plan for intervention.
B) Discuss in detail your
plan for instruction and remediation.
What do you plan to do and why?
Week 11 How are things
Assessment III- (1 page)
A) Using formative evaluation
methods, describe how your teaching is going and how you know that your student
is succeeding. What changes will you need to make to your instructional plan?
Week 12 Are we still on
track? (Do I need to make changes?)
Assessment IV- (1-2 pages)
A) Using formative
evaluation methods, describe how your teaching is going and how you know that
your student is succeeding. What changes will you need to make to your
group work on SFE Bring first draft.
Week 13 Are we there yet?
Assessment V- (1 page)
Describe in detail your summative assessment strategy- indicators for success. The
summary of the post-assessment must include a description of the informal
assessments used, a rationale for the use of these types of assessments,
specific results from each of the assessments completed, an overall analysis of
the student’s strengths and needs, and a critical reflection on the
effectiveness of the instructional plan and tutoring sessions in meeting the
student’s identified needs.
group work on SFE Bring second draft.
Week 14 How was the trip?
Assessment VI- (2 pages)
Describe the results of your summative assessment. Did your student make
growth? To what extent were you successful?
Write a conclusion describing your final thoughts about your experience.
group work on SFE Bring third draft.
Week 15 Finishing up!
Answer follow up questions about Core Assessment-
Due: SFE Essays (Carol.Williams@park.edu)
Week 16 Enjoy your summer!
Core Assessment and class presentations of Core Assessment.
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2008-2009 Undergraduate Catalog Page 87
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2009-2010 Undergraduate Catalog Page 95
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
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Last Updated:1/6/2010 10:29:00 AM