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Park University School for Education Conceptual Framework
EDE 385 Diagnosis & Remediation forMath Difficulties
SP 2012 HO
Ebright, Ladonna E.
Assistant Professor School for Education
MA: Certifications Elementary Ed. K-8, Special Education in LD, BD, MR, School Psy Examiner and School Psychologist
911 Main Suite 903
M-T-R- 9am-12pm or by appointment
January 16, 2012 - May 4, 2012
3:00 - 5:30 PM
MA135 plus one additional Math Course and Admission to the School for Education. To be taken concurrently with EDE or EDC360C
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.
Per Student (Prepaid)
Per Student, Per Year
2. Send an email to Carol Williams (firstname.lastname@example.org) with the following information:
a. Your Name
b. The Contract Period you wish to purchase
c. 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 (email@example.com), 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!!
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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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
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.
§ Online Discussion Activities 50 points - 5 @ 10 points each
Complete online discussion activities (5 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.
§ Lesson Plan 150 points
Create a lesson plan that uses children’s literature to teach a lesson on a mathematical strand (i.e., math knowledge and skills) (MoSTEP 18.104.22.168; 22.214.171.124; 126.96.36.199). 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 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 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:
e.) You must submitted your completed Lesson Plan to the appropriate dropbox basket on the EDE 385 e-Companion website for Instructor grading.
Note: A detailed description of the Lesson Plan and the Lesson Plan Rubric may be found in document sharing, on the EDE 385 e-Companion website.
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 188.8.131.52 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 300 Total Points
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: (100 points)
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: (200 points)
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: 660 points
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 unless preapproved by the instructor. (unapproved will be 10% of points possible for the assignment)
Classroom Rules of Conduct:
*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 change an assignment due dates, they will remain as indicated.
· Class introductions
· Course overview
· Math aptitude scale
· Curriculum and effective math teachers
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
Class Discussion- Best Practices and Overview of Math Assessment
Demonstration using the Key Math Diagnostic Assessment Inventory
TOPIC: Lesson Design
Read (prior to class)
· Chapter 3 Lesson Design: Creating Lessons that Meet the Needs of a Diverse Classroom
· Chapter 4: Beginnings: Mathematics Learning in Early Childhood
Ashlock: Chapter 1. Computation, Misconceptions and Error Patterns
Discussion: Overview of Differentiated Instruction and Students with Math or Disability problems.
Homework: Core Assessment I (2-3 pages) Due week 4 class
Review (prior to class)- Found in e-companion DocShare
· NCTM Principles and Standards for School Mathematics, NCTM Process Standards, Missouri Show-Me Standards & Missouri’s Mathematical Grade-Level Expectations
· NCTM Standards for Teaching Mathematics, MoSTEP 184.108.40.206 Mathematics Competences Grades 1-6, and SFE Teaching Dispositions
Class Discussion-the above documents
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
· Chapter 2 Error Patterns: Addition and Subtraction with Whole Numbers.
· Chapter 3: Error Patterns: Multiplication and Division with Whole Numbers
Robertson Text: Chapter 1: What’s Behind the Rules?
Class Discussion- Whole Numbrs
Class Activity- Working with 10 Base
Homework: Due Week 6: Mini Lesson 1 – develop one math activity presented in Chapter 4 – Tucker, Singleton & Weaver text.
Journal Reflection- Core Assessment II (2 pages)
A) Discuss your pre assessment results and describe your plan for intervention
· Chapter 8: Fractions: Working with Units Smaller than One
· Chapter 9: Decimals and Percents: Working with Base-Ten Units Smaller than One and Using Hundredth as a Common Denominator.
Robertson: Chapter 2: Fractions and More Rules
Ashlock: Chapter 3 Misconceptions and Error Patterns Concepts and Equivalence with Fractions and Decimals
Class Discussion: Fractions, Decimals and Percents
· Chapter 10 Measurement: Assigning a Number to a Quantity
· Chapter 11 Geormetry: Learning the Names and Characteristics of shapes
Ashlock: Chapter 7 Introduction to Misconceptions and Error Patterns: Geometry and Measurement
Class Discussion: Measurement and Geometry activities with Tangrams
· Chapter 12: Data Analysis and Probablility: Getting Information from Data and Measuring Likelihood
Class Discussion: Analysis and Probability
Homework: Mini Lesson 4 – Develop olne math activity presented in Tucker, Singleton & Weaver text from either Chapter 10 OR 11.
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?
SPRING BREAK – NO CLASS
Tucker, Singleton & Weaver text: Chapter 13: Effective Practice: Games and Activities for Practice and Fun.
Class Discussion and Activities: Effective Practice, Games, etc.
Mini Lesson 5- Your choice of chapters-chose 1 chapter you have not used and develop an activity.
Journal Reflection- What is a “life long learner”? (1 page)
Bring a children’s book to class that is related to math for lesson plan project.
Ashlock: Chapter 11: Enriching Instruction in Computation and Other Mathematical Topics
Robertson: Chapter 6 Ack! Word Problems
Discussion Chapters reading and math in children’s literature.
First draft of Portfolio MoSTEP 220.127.116.11- Peer review of work in class.
Work on Reflection II
Homework – Mini Lesson 7 Your choice of chapters you have not used previously. Develop 1 mini lesson.
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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 2011-2012 Undergraduate Catalog Page 93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2011-2012 Undergraduate Catalog Page 96
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Last Updated:1/10/2012 2:37:36 PM