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


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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 2012 HO

Faculty

Ebright, Ladonna E.

Title

Assistant Professor School for Education

Degrees/Certificates

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

Office Location

911 Main Suite 903

Office Hours

M-T-R- 9am-12pm or by appointment

Daytime Phone

816.559.5632

Other Phone

816.210.4958 cell

E-Mail

LaDonna.Ebright@park.edu

Semester Dates

January 16, 2012 - May 4, 2012

Class Days

----R-- MA222

Class Time

3:00 - 5:30 PM

Prerequisites

MA135 plus one additional Math Course and Admission to the School for Education.  To be taken concurrently with EDE or EDC360C

Credit Hours

3


Textbook:

Ashlock, Robert B. (2010) Error Patterns in Computatin using Error Patterns to Help Each Student Learn 10 ed. Boston, MA, Allyn & Bacon ISBN13-978-0-13-500910-9
 
Robertson, William, PhD. (2006). Stop Faking It! Understanding Science So You Can Teach it- MATH., Arlington, VA. National Science Teachers Association Press. ISBN 978-0-87355-240-0.
 
Tucker, B., Singleton, A., Weaver, T., (2006) Teaching Mathematics to ALL Children, 2nd Ed. Upper Saddle River, NJ., Pearson. ISBN 0-13-117574-3
 
Foliotek 
Please note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification) must purchase Foliotek, the School for Education's electronic portfolio system.   
 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:

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 (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!!

 
 
 
 
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Missouri Department of Elementary and Secondary Eduction (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
 
 
 

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/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:
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

  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. 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: .2 • MoSTEP 1.2.1.1 SPED Competencies: 2 CAT4[2.4], CAT3[2.5]
  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. 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. 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] 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] 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] 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. 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. 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. 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. 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:

  
 § Math Activities Resource Notebook               60 points
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 (6 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                    20 points
 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 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 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 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:

•    Introduction

•    Content
•   Process
•    Product 
 d.) After you have completed your Lesson Plan , upload your completed Lesson Plan to document sharing, to share it with other students in class. After everyone posts their Lesson Plan, you will have additional future resources to use in your teaching of mathematics. You should also be prepared to verbally share your Lesson Plan with others in class.

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.

 § MoSTEP 1.2.5.1 Essay for Portfolio              50 points
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                                       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

 
Math Mini Lessons   6@15 points each                        90 points
Class demonstration of 1 Mini Lesson                           20 points
e-companion discussion 5@ 10 points each                  50 points
Math Lesson Plan using Children's Literature               150 points
Portfolio essay for MoSTEP 1.2.5.1                              50 points
Applied Case Study (includes tutoring, evaluation,
     reflections, etc.)  -Core Assessment                        300 points
TOTAL POINTS                                                        660 points

Grading:

A= 594-660 points
B= 528-593 points
C= 462-527 points
D= 396-461 points
F= Below 396 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:

Every student is expected to:
  1. Attend class on a regular basis.  Come to class on time!
  2. Turn in assignments to the Instructor on time. (see course schedule for more specific information regarding due dates).
  3. 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.
  4. Use the EDE385 e-companion (e.g. announcements, grade book, document sharing,, threaded discussions, webliography) as directed by the Instructor.  This course will use face-to-face and online format so it is important you become familiar with using the e-companion website.
  5. Submit all electronic copies of assignments as ".doc" or "rich text format" NOT "docx files".  assignments submitted incorrectly will NOT be accepted.
  6. Access the professional education literature to complete research requirements in course assignments.  If you are unfamiliar with Park's Library 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.
  7. Check your Park Pirate Mail on a regular basis for current information about what is happening in the course, 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 Pirate Mail account, please email helpdesk@park.edu
  8. Complete reading assignments prior to the class session, bring textbooks/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 ocur.
  9. 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.
  10. 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.
  11. Follow regulations detailed in the Park University 2011-2012 Undergraduate Catalog.

 

Course Topic/Dates/Assignments:
 

Course Schedule*

*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.

WEEK

DATE

TOPICS/ASSIGNMENTS

1

January 19

·         Class introductions

·         Course overview

·         Math aptitude scale

·         Curriculum and effective math teachers

Homework: Journal reflection- Why do I want to teach Math? (1 page) Due week 2 class
 

2

January 26

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

Homework: Journal reflection-What is my part as a teacher in education? (1 page) Due week 3 class
 

3

February 2

TOPIC: Lesson Design

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

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

A)    Describe the student and the classroom environment. In this initial information, include 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

February 9

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 1.2.1.1 Mathematics Competences Grades 1-6, and SFE Teaching Dispositions

Class Discussion-the above documents

Class Activity- practice administration of Key Math Inventory
 

5

February 16

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

Ashlock Text:

·         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

B)    Discuss, in detail, your plan for instruction and remediation.
 

6

February 23

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 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

Homework: Mini Lesson 2: develop one math activity presented in Tucker, Singleton & Wever test for either chapter 5, 6 OR 7. Due week 7 class
 

7

March 1

Read (prior to class)

Tucker, Singleton & Weaver text:

·         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

Homework: Mini Lesson 3 – Develop one math activity presented in Tucker, Singleton & Weaver text from either chapter 8 or 9. Due Week 8 class
 

8

March 8

Read (prior to class):

Tucker, Singleton & Weaver text:

·         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?

Due Week 10 of class.
 

9

March 15

SPRING BREAK – NO CLASS

10

March 22

This class may be subject to change if students are involved with ASCD conference in Philadelphia.
 

Read (prior to class):

Tucker, Singleton & Weaver text: Chapter 13: Effective Practice: Games and Activities for Practice and Fun.

Class Discussion and Activities: Effective Practice, Games, etc.

Homework:

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.

Due Week 11 class
 

11

March 29

Read (prior to class)

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.

Homework: Develop a mini lesson plan using a children’s book with a math theme. Due Week 14 class.
 

12

April 5

Working Session:

First draft of Portfolio MoSTEP 1.2.5.1- 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.

Due Week 13 class
 

13

April 12

Applied Case Study - Core Assessment
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? Due Week 14 class.
 

14

April 19

Share Literature Lesson Plans in class
Core Assessment V (1 page) Describe in detail you summative assessment strategy- indicators for success. Due April 26th.
 

 

 

15

April 26

Share Literature Lesson Plans cont.
Applied Case Study Due

16

May 3

Last day of class- Finishing Up- Abracadabra Math and other "tricks of the trade"  Next week is finals week--there is no final exam for this class.
 

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 2011-2012 Undergraduate Catalog Page 93

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.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 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 .

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Last Updated:1/10/2012 2:37:36 PM