School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
EDE 385 Diagnosis & Remediation forMath Difficulties
FA 2010 HO
Marsh, Jonathan Scott
B.S. Elementary and Middle School Education Minor in MathematicsM.A. Curriculum InstructionED.S. Urban Leadership
August 17 - December 13
3:00 - 5:30 PM
MA 110/ED 110 Geometry for Teachers (or equivalent course) and admission to the School for Education. To be taken concurrently with EDC/EDE 360C Practicum.
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 220.127.116.11
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
Tucker, B.F., Singleton, A.H., & Weaver, T.L. (2006). Teaching mathematics to all children: Designing
and adapting instruction to meet the needs of diverse learners, (2nd
Saddle River, NJ: Pearson Education, Inc.
ISBN # 0-131-17574-2
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: The 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
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:
§ Attendance/Participation 50
Activities Resource Notebook 100
of Math Activities 200
Discussion Activities 50
Teacher Work Sample
18.104.22.168 Essay for Portfolio
Case Study 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 the assignment.
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 22.214.171.124
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 firstname.lastname@example.org
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
Journal Reflection -Why do I want to
teach Math? (1 page)
Week 2 Instructional
Activities and Diversity
Overview of Math
Reflection – What is my part as a teacher in education? (1 page)
Week 3 Lesson Design,
of Differentiated Instruction
with Math or Disability problems
Reflection 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 4 Whole Numbers
Mini lessons 1
Journal Reflection – 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 5 Fractions,
Decimals and Percents
Reflection – What lesson did I observe that seemed to be most effective and
why? (1 page)
Week 6 Measurement
Reflection – What is good teaching? (1 page)
Week 7 Data Analysis
Reflection – How comfortable am I with Data analysis? (1 page)
Week 8 Effective
Mini Lessons 5
Reflection – What is a “life long learner”? (1 page)
Week 9 Check and
Change (if needed)
Mini Lesson 6 – Your choice!
Core 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
Week 10 Reflection I
Due: First draft of SFE Essay-
Bring essay to class for peer editing.
Week 11 Reflection II
2nd Draft of SFE Essay-
Week 12 RESOURCE
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 instructional plan?
Week 13 Summation!!!
Assessment V- (1 page)
Describe in detail your summative assessment strategy-
indicators for success.
Week 14 How did I do?
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.
Week 15 Finishing up!
Due: Core Assessment
Due: SFE Essays (To Carol Williams)
Week 16 Enjoy your
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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
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 .
Last Updated:8/10/2010 3:20:33 PM