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EDE 385 Diagnosis & Remediation forMath Difficulties
Ebright, Ladonna E.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The 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.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The 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


Course

EDE 385 Diagnosis & Remediation forMath Difficulties

Semester

SP 2011 HO

Faculty

Ebright, LaDonna E.

Title

Assistant Professor School for Education

Degrees/Certificates

Masters: Certifications Elementary Ed. K-8, Special Education in LD, BD, MR, School Psyc Examiner and School Psychologist

Office Location

911 Main Suite 903, K.C., MO 64105

Office Hours

Tuesday-Thursday 10 am - 2 pm CT I am availaible by appointment at other times.  I try to return e-mails within 24 hours.

Daytime Phone

816-559-5632

Other Phone

Cell 816-210-4958

E-Mail

LaDonna.Ebright@park.edu.

Semester Dates

January 10, 2011 through May 6, 2011

Class Days

----R-- Copley Room 322

Class Time

3:30 - 6:00 PM

Prerequisites

MA135 plus one additional Math course. Admission to the School for Education.  To be taken concurrently with EDC374 or EDE360C Practicum

Credit Hours

3


Textbook:
 

Required Texts/Materials:

Missouri Department of Elementary and Secondary Education. (2004). Mathematics grade-level expectations. Jefferson City, MO: Author.-       May be accessed at

      http://dese.mo.gov/divimprove/curriculum/GLE/MAgleversions.html

Missouri Department of Elementary and Secondary Education. (1996). Missouri show-me standards. Jefferson City, MO: Author. -       May be accessed at  http://www.dese.mo.gov/standards/.

Missouri Department of Elementary and Secondary Education. (2003). MoSTEP 1.2.1.1 mathematics competencies Grades 1 - 6. Jefferson City, MO: Author. -  May 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 ed,). Upper Saddle River, NJ: Pearson Education, Inc.          - ISBN # 0-131-17574-2
 
Foliotek:

All students seeking a degree in Education must purchase Foliotek as a required text. Contact carol.williams@park.edu to purchase. Students seeking Missouri Teacher Certification must purchase the MO-STEP portfolio. Students who are seeking Early Childhood Teaching Young Children and Early Childhood Education and Leadership will need to purchase the NAEYC portfolio. All work must be saved for input.

As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.      Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.      Send an email to Carol Williams (carol.williams@park.edu) with the following information:

1.      Your Name

2.      The Contract Period you wish to purchase

3.      Your student identification number

3.      Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.      Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!

 

Recommended Tests: 
 
Marzano, R. (2006). Classroom Assessment and Grading that Works. Alexandria, VA.   Association for Supervision   and  Curriculum Development.  ISBN 978-1-4166-0422-8

National Council of Teachers of Mathematics. (2000). Principles and standards for School Mathematics: An overview.  Reston, VA: Author.

Parker, K., City, E., Murnane. J. Eds. (2006). Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning. Cambridge, MA: Harvard    Press.
ISBN 978-1-891792-67-0 

 

 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

 These texts will be available in the classroom for student use:

Ashlock, Robert B. (2010). Error Patterns in Computation Using Error Paterns to Help

        Each Student Learn. 10e. Boston: Allyn & Bacon.

 

Connolly, Austin J. (2007). Key Math 3, Diagnostic Assessment Manual forms A and B.

            Minnwpolia, MN. Pearson Assessments

 

Koralek, Derry, Ed. (2003). Spotlight on Young Children and Math. Washington, DC,

            National Association for the Education of Young Children.

 

Seefeldt, C. & Galper, A. (2004). Active Experiences for Active Children-Mathematics.

            New Jersey, Pearson.
 
Tomlinson, Carol Ann (2003). Instructional Strategies for the Differentiated Classroom, (Math Instructional Video)
            Available from Association for Supervision and Curriculum Development, Alexandrea, Virginia.

 

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 helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
EDE385 Diagnosis and Remediation for Math Difficulties: This course will study effective assessment/diagnostic and instructional techniques, including remedial strategies, for the teaching of mathematics to prepare preservice teacher candidates to work with elementary school students. Preservice teacher candidates will apply their knowledge of the assessment/diagnostic process and prescriptive teaching strategies to work directly with students in the area of mathematics during a field experience in an elementary school setting. Prerequisites: MA135 plus one additional Math course and admission to the School for Education. To be taken concurrently with EDE360C Practicum. EarlyChildhood:To be taken concurrently with EDC374. 3:0:3

Educational Philosophy:
This instructor's educational philosophy is to encourage students 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, duologue, examinations, Internet, online, videos, web sites, and writings, and 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

  1. Describe the learning characteristics that make mathematics difficult for some learners and discuss how these characteristics might impact their learning.
  2. Discuss the universal features for making mathematics meaningful for all learners.
  3. Evaluate, select or develop, administer, and interpret a variety of informal and formal math assessments used with all learners.
  4. Use assessment results to diagnose, develop, and adjust appropriate prescriptive instructional interventions to meet individual learners' needs for improving math skills across the mathematical content strands.
  5. Recommend and justify the use of prescriptive instructional strategies and interventions to provide effective math instruction to meet individual learners' needs for improving math skills across the mathematical content strands.
  6. Evaluate, select or develop, adopt, and use a variety of curriculum materials and technology appropriate to meet the individual learners' needs for improving math skills across the mathematical content strands.
  7. Identify and use professional skills in communication and collaboration with learners, parents, and professional peers regarding individual learners' math performance and achievement.
  8. Practice reflective analysis to increase his/her professional knowledge, skills, and dispositions.


  Instructor Learning Outcomes
  1. 1. Describe the learning characteristics that make mathematics difficult for some learners and discuss how these characteristics might impact their learning. • MoSTEP: 1.2.2.1; 1.2.3.1 • MoSTEP 1.2.1.1 Math Competencies: 1 • SFE Conceptual Framework: K 2F; S 3A; D 5D • NAEYC: 1 • ACEI/NCATE: 1; 3.2 • MoSTEP 1.2.1.1 SPED Competencies: 2 CAT4[2.4], CAT3[2.5]
  2. 2. Discuss the universal features for making mathematics meaningful for all learners. • MoSTEP: 1.2.1.4; 1.2.4.1 • MoSTEP 1.2.1.1 Math Competencies: 1, 2, 3, 4, 5, 6, 7, & 8 • SFE Conceptual Framework: K 1A, 2A,  2B, 2E, 2F, 3E; S 3A; D 2A, 4E; 5B • NAEYC: 4c • ACEI/NCATE: 2.3 • MoSTEP 1.2.1.1 SPED Competencies: 11CAT4[GC4K6, GC4S5]
  3. 3. Evaluate, select or develop, administer, and interpret a variety of informal and formal math assessments used with all learners. • MoSTEP: 1.2.8.1; 1.2.8.4 • MoSTEP 1.2.1.1 Math Competencies: 1 • SFE Conceptual Framework: K 2C, 2E, 2G, 2B; S 1G, 2C, 2D, 3A, 3B; D 1E, 2E, 5B, 5F • NAEYC: 3 • ACEI/NCATE: 4 • MoSTEP 1.2.1.1 SPED Competencies: 7 CC7[CC8S8]; 8 CC2[3.1]
  4. 4. Use assessment results to diagnose, develop, and adjust appropriate prescriptive instructional interventions to meet individual learners' needs for improving math skills across the mathematical content strands.  • MoSTEP: 1.2.8.1; 1.2.8.3; 1.2.8.4; 1.2.9.1 • 1.2.1.1 Mathematics Competencies: 1 • SFE Conceptual Framework: K 2B, 2E, 2F, 2G, 3E, 3F; S 1B, 1D, 1E, 2B, 2C, 2D, 2E; D 2A, 2B, 2C, 2D, 3G, 4D, 5D, 5F • NAEYC: 3; 4a, 4c, 4d • ACEI/NCATE: 3.3, 3.3, 3.4 • MoSTEP 1.2.1.1 SPED Competencies: 7 CC7[CC8S8]
  5. 5. Recommend and justify the use of prescriptive instructional strategies and interventions to provide effective math instruction to meet individual learners' needs for improving math skills across the mathematical content strands. • MoSTEP: 1.2.3.2; 1.2.3.4; 1.2.4.2; 1.2.4.3 • MoSTEP 1.2.1.1 Math Competencies: 1 • SFE Conceptual Framework: K 2B, 2E, 2F, 2G, 3E, 3F; S 1B, 1D, 1E, 2B, 2C, 2D, 2E; D 2A, 2B, 2C, 2D, 3G, 4D, 5D, 5F • NAEYC: 4 • ACEI/NCATE: 3.2, 3.3, 3.4 • MoSTEP 1.2.1.1. SPED Competencies: 4 CC3[CC4S5], CAT2[GC4K3], CAT8 [GC4S2]; 7 CC7[CC8S8]; 11 CAT4[GK4K6, GC4S5]
  6. 6. Evaluate, select or develop, adopt, and use a variety of curriculum materials and technology appropriate to meet the individual learners' needs for improving math skills across the mathematical content strands. • MoSTEP: 1.2.5.1; 1.2.11.2: 1.2.11.3 • MoSTEP 1.2.1.1 Math Competencies: 1 • SFE Conceptual Framework: K 2B, 2D; S 1E, 1F, 2B; D 2A, 2B, 2D, 4E, 5B, 5C, 5F • NAEYC: 4d • ACEI/NCATE: 2.3, 3.2 • MoSTEP 1.2.1.1 SPED Competencies: 4 CC3[CC4S5], CAT8[GC4S2]; 7 CAT4[GC7S2]; 11 CAT4[GK4K6, GC4S5]
  7. 7. Identify and use professional skills in communication and collaboration with learners, parents, and professional peers regarding individual learners' math performance and achievement. • MoSTEP: 1.2.7.1; 1.2.7.2; 1.2.8.4; 1.2.10.4 • MoSTEP 1.2.1.1 Math Competencies: 1 • School for Education Conceptual Framework: K 2E, 3A, 3C; S 2A, 3A, 3B, 3C; D 1A, 1B, 1C, 1D, 1E, 3C, 3D, 3E, 3F, 5B, 5C, 5F, 5G • NAEYC: 4a, 5 • ACEI/NCATE: 3.5, 5.3, 5.4 • MoSTEP 1.2.1.1 SPED Competencies: 10 CC5[7.6], CAT4[GC10K4; 7.10; 7.11]
  8. 8. Practice reflective analysis to increase his/her professional knowledge, skills, and dispositions. • MoSTEP: 1.2.9.1; 1.2.9.3 • MoSTEP 1.2.1.1 Mathematical Competencies: 1 • School for Education Conceptual Framework: K 1A, 1C, 2A, 2E, 2F, 3A; S 2A, 2B, 2C, 2D, 2E; D 2B, 3E, 4A, 4B, 4C, 4E, 5A, 5B, 5F, 5G • NAEYC: 5 • ACEI/NCATE: 5.1, 5.2
Core Assessment:

Class Assessment:
 

The final grade will be based on the percentage of total points earned.

 A = 90 – 100 %                         
 B = 80 – 89 % 
 C = 
70 – 79 %                       
 D = 60 – 69%                       
 F = 59% or lower         

 Points may be earned as follows:

 §  Attendance/Participation                                   50

 §  Math Activities Resource Notebook               100
Compile 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 1.2.4.1; 1.2.4.2; 1.2.5.1) Specifically, you are to select ONE of the math activities presented in each of the chapters, chapter 4--12 (ranging from Beninnings to Data Analysis and Probablility), in the Tucker, Singleton, and Weaver test 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
   b.   Purpose- What specific math skill(s) are targeted in this activity?  Are these process or content standards or both?
   c.   Description - 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 learning problems.
 
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.
 
 §  Demonstration of Math Activities                    200
 During class sessions 6-14, you will be required to demonstrate in class, ONE (1) of the activities you selected and reviewed.  The instructor will provide a sign-up sheet for you to select a class session to make your demonstration.

 §  Online Discussion Activities                              50
Complete online discussion activities (7 total) on assigned readings.  For reading asigned (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 1.2.4).  The discussion activity will require that you carefully read the assigned reading, 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 hour period after posting your initial response.  These postings must occur on two (2) different days; this will allow time fot the discussion to be expanded and elaborated.  These discussions will take place on the EDE385 e-companion website.  A Rubric for the Discussion Activities may be located in document sharing, category Rubrics on the EDE385 e-companion website.
 
§  Partial Teacher Work Sample                          100    
Create 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 1.2.4.1; 1.2.4.2; 1.2.5.1). 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 are to:

a.)    Identify and 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…

•    Resources: Teaching Mathematics with Children’s Literature http://fcit.usf.edu/math/resource/bib.html

•    Math and Literature: Perfect Together http://www.mrsmcgowan.com/math/math_and_literature.htm

•    Mathematics 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.

b.)    After you 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.

c.)    Regardless of 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:

•    Introduction

•    Content (TWS Performance Standards II Learning Goals and III Assessment Plan)

•    Process (TWS Performance Standard IV Design for Instruction)

•    Product (TWS Performance Standard VI Analysis of Learning Results)
 d.) After you have completed your TWS, upload your completed TWS to document sharing, category Teacher Work Sample to share it with other students in class. After everyone posts their TWS, you will have additional future resources to use in your teaching of mathematics. You should also be prepared to verbally share your TWS with others in class.

e.)    You must submitted your completed TWS to the appropriate dropbox basket on the EDE 385 e-Companion website for Instructor grading.

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 e-Companion website.
 §  MoSTEP 1.2.5.1 Essay for Portfolio              100 
 
Complete a reflective essay that address the knowledge and skills associated with the MoSTEP 1.2.5.1 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 1.2.5.1). 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: Math Textbook Evaluation, Math Software Evaluation, Teacher Work Sample, and Applied Case Study (Core Assessment).

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 1.2.5.1 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 course.

 §  Applied Case Study                                       400

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 25% 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 teacher must:

A.     Complete a Pre-Assessment Profile, which must include:

1.      A 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 scores, CBM). 

2.      A 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 Appendix.

3.      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:

1.      Summaries 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.

2.      A 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.

3.      An 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.

C.     The 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 Instructor.

                                       TOTAL COURSE POINTS:      1000  

 

          

Grading:

The final grade will be based on the percentage of total points earned.

            A = 90 – 100 %                       

            B = 80 – 89 %                                   

            C = 70 – 79 %                       

            D = 60 – 69%                       

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:
 

§ Attend class on a regular basis. Come to class on time. (See Instructor's attendance policy).    

§ Turn in assignments to the Instructor on time (see course schedule for more specific information regarding due dates).

§ Read, 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.

§ Use 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.

§ Use the Foliotek electronic student portfolio to submit the MoSTEP 1.2.5.1 performance indicator essay for Instructor grading – NO EXCEPTIONS.

§ Submit 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.

§ Access 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.

§ Check 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 helpdesk@park.edu or call 800-927-3024.

§ Complete 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.

§ Conduct 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.

§ Use 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. 

§ Follow regulations detailed in the Park University 2009 – 2010 Undergraduate Catalog

http://www.park.edu/undergrad/2009_10_undergradcat.pdf and the undergraduate student handbook, Park University Handbook for the Professional Team, School for Education, Revised Spring 2007,

http://www.park.edu/education/documents/NewHANDBOOKRevisedSP07_007.pdf

Course Topic/Dates/Assignments:
 

* 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   

Topic/Assignments

#1

Jan. 13

Class Introduction/Importance of math aptitude/attitude

      PowerPoint- Curriculum and Effective Math Teachers

      Attitude/Aptitude Inventory

HW: Journal Reflection – Why do I want to teach Math?  (1 page)

#2

Jan. 20

Instructional Activities and Diversity

Read (prior to class) Tucker, Singleton & Weaver text

     Chapter 1: Instructional Activities: The Building Blocks for Effective 

                      Instruction.

     Chapter 2: Diversity in the Classroom: Variations of Individual Needs

 

PowerPoint: Best Practices  and Overview of Math Assessment

Demonstration using the Key Math Diagnostic Assessment Inventory

 HW : Journal Reflection – What is my part as a teacher in education? (1 page)       

#3

Jan 27

Lesson Design, Early Childhood

Read (prior to class) Tucker, Singleton & Weaver text

     Chapter 3: Lesson Design: Creating Lessons that Meet the Needs of a

                       Diverse Classroom

     Chapter 4: Beginnings:  Mathematics Learning in Early Childhood

PowerPoint: Overview of Differentiated Instruction and Students with Math or Disability problems.

Video: Differentiated Instruction in Math – Tomlinson- ASCD

HW: Journal 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.

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.

#4

Feb 3

Whole Numbers

Read (prior to class) Tucker, Singleton & Weaver text

     Chapter 5: Whole Numbers and Numeration

     Chapter 6: Adding and Subtracting Whole Numbers: Combining and

                       Separating Quantities

     Chapter 7: Multiplying and Dividing Whole Numbers: Combining

                       Equal-Sized Groups and Separating Quantities into Equal-Sized

                       Groups

HW: Mini Lesson 1 – (One of the math activities presented in Chapter 4)

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 and why?

#5

Feb 10

Fractions, Decimals and Percents

Read (prior to class) Tucker, Singleton & Weaver text

     Chapter 8: Fractions: Working with Units Smaller than One

     Chapter 9: Decimals and Percents:  Working with Base-Ten Units

                       Smaller than One and Using Hundredths as a Common

                       Denominator

HW: Mini Lesson 2 – (One of the math activities presented in chapters 5, 6 OR 7)

Journal Reflection – What lesson did I observe that seemed to be most effective and why? (1 page)

#6

Feb 17

Measurement and Geometry

Read (prior to class) Tucker, Singleton & Weaver text

     Chapter 10: Measurement:  Assigning a Number to a Quantity

     Chapter 11: Geometry: Learning the Names and Characteristics of Shapes

HW: Mini Lesson 3 – (One of the math activities presented in Chapter 8 or 9)

Journal Reflection – What is good teaching? (1 page)

#7

Feb 24

Data Analysis and Probability

Read (prior to class) Tucker, Singleton & Weaver text

     Chapter: 12: Data Analysis and Probability: Getting Information from Data

                          And Measuring Likelihood

HW: Mini Lesson 4 (One of the math activities presented in Chapter 10 OR 11)

Journal Reflection – How comfortable am I with Data Analysis? (1 page)

#8

Mar 3

Effective Practice

Read (prior to class) Tucker, Singleton & Weaver text

     Chapter Effective Practice: Games and Activities for Practice and Fun

HW: Mini Lesson 5 – (One of the math activities presented in Chapter 12)

Journal Reflection – What is a “life long learner”? (1 page)

#9

Mar 10

SPRING BREAK – NO CLASS

#10

Mar 17

Check and Change (if needed)

HW: Mini Lesson 6 – your choice of chapters

Core Assessment III (1 page)

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?

#11

Mar 24

No Class

ASCD Conf.

Reflection I

DUE:

     TWS  - DropBox

     First draft of SFE Essay (Portfolio MoSTEP 1.2.5.1)- post as a word document in the discussion board for peer editing.

 

There will be no formal class today as the instructor will be flying to San Francisco for the ASCD annual conference.  I will have my lap top with me to check in on your progress.  You also have my cell phone for immediate help.

#12

Mar 31

Reflection II

DUE: 2nd Draft of SFE Essay- peer review in class

HW Mini lesson 7 – your choice

#13

Apr. 7

Resource Notebook

DUE: Resource Notebook

HW: Mini Lesson 8 – your choice

Core 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?

#14

Apr 14

Summation !!!

HW: Core Assessment V- (1 page)

A)    Describe in detail your summative assessment strategy – indicators for success 

 

#15

Apr 21

Finishing up!!

Due: Core Assessment

Due SFE Essays (to Carol.Williams@park.edu)

 

#16

Apr 28

 

Enjoy your Summer Break!!

 

                                  

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Park University 2010-2011 Undergraduate Catalog Page 95-96

Disability Guidelines:
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Last Updated:1/9/2011 2:03:09 PM