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Park University School for Education Conceptual Framework
EDE 385 Diagnosis & Remediation forMath Difficulties
FA 2012 HO
Marsh, Jonathan Scott
Masters of Curriculum and InstructionSpecialist Urban Leadership
August 20- December 14
3:00 - 5:30 PM
MA 110/ ED110
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: : The instructor’s
educational philosophy is to encourage learners to interact with one another—to
share knowledge, skills, experiences, thoughts, and beliefs—in a climate of
mutual respect and appreciation of differences in order to enhance
professional/personal knowledge and skills. A variety of instructional formats
are utilized, including lectures, readings, quizzes, dialogues, examinations,
Internet, online, videos, web sites, and writings, with the goal of motivating
the learner to self-reflect and analyze how new/enhanced knowledge and skills
can be applied to improve his/her future educational practices.
Learning Outcomes: Core Learning Outcomes
Activities Resource Notebook
of Math Activities
Teacher Work Sample
The final grade will be based on the percentage of total
A = 90 –
B = 80 – 89
C = 70 – 79 %
D = 60 –
F = 59% or
Points may be earned as follows:
§ Attendance/Participation 50
Activities Resource Notebook 100
of Math Activities 200
Discussion Activities 50
Teacher Work Sample 100
Standard Essay 100
Case Study 400
TOTAL POINTS: 1000
Late Submission of Course Materials:
ALL assignments, even if late, are required to
earn a grade for this course. Late assignments will result in the loss of
points - 10% per calendar days past the due date x total points possible for
Classroom Rules of Conduct:
You are expected to:
class on a regular basis. Come to class on time. (See Instructor's attendance
in assignments to the Instructor on time (see course schedule for more specific
information regarding due dates).
understand, and follow the course syllabus. The course syllabus should serve as
a resource for this course and, as a result, should be consulted frequently.
the EDE 385 e-Companion (e.g., announcements, gradebook, document sharing,
dropbox, threaded discussions, webliography) (www.parkonline.org) as directed by the
Instructor. This is a blended class, meaning we will be using a
combination of face-to-face and online formats to complete the course.
Moreover, there will be several class sessions that will meet online, so not
all class sessions will be held face-to-face. Please refer to the course
schedule for more information. Because
this course is a blended course (i.e., using both the face-to-face AND
online formats), to be successful, it is imperative you become familiar
with using the e-Companion website.
the Foliotek electronic student portfolio to submit the MoSPE performance indicator essay for Instructor
grading – NO EXCEPTIONS.
all electronic copies of assignments as .doc or .pdf files, not .docx files.
Submit assignments as directed by the Instructor; assignments submitted
incorrectly will NOT be accepted.
the professional education literature to complete research requirements in
course assignments. If you are unfamiliar with Library’s educational databases
(e.g., EBSCOhost research database; Educational Resources Information
Center/ERIC), you are encouraged to make an appointment with one of Park’s
Reference Librarians for instruction and guidance.
your PirateMail on a regular basis for current information about what is
happening in the course, the Graduate School for Education, and the University
in general. With Park moving towards using a "paperless" system, it
is critical you be able to receive and send important communication via Park's
PirateMail system. For specific information regarding PirateMail, see
undergraduate catalog. If you have forgotten
your OPEN ID or Password, or need assistance with your PirateMail account,
please email firstname.lastname@example.org or call 800-927-3024.
reading assignments prior to the class session, bring textbook(s)/materials to
class, and consistently contribute meaningfully to class discussions. You are
expected to fully participate in all class activities, including lectures and
discussions, demonstrations, presentations, small group projects, and any other
type of in-class and online activities that may occur.
yourself in a highly professional manner. In addition to those guidelines about
student conduct established by the University (e.g., cheating, plagiarism) and
the School for Education (i.e., teacher dispositions), professionalism includes
such things as establishing positive relationships and engaging in positive
interactions with peers, colleagues, and instructors; attending respectfully to
others who are sharing information with the class or group; and being flexible
to unforeseen changes in the course syllabus.
current APA style in all aspects of written assignments (e.g., double-space,
indent paragraphs, page numbers in upper right, correct in-text citations,
references, etc.). Failure to
demonstrate appropriate use of current APA style will result in a reduction of points for
the assignment (i.e., minimum of 10% of total grade), as will style, spelling,
and format errors. In professional writing, past tense is generally
accepted. Avoid using contractions,
personal pronouns, or slang expressions. You MUST use people-first
language (e.g., individuals with
disabilities; students with learning
disabilities). You are encouraged to use the services of the Academic Support
Center (Mabee 406, near the Library, 584-6330) for assistance in developing
written reports and for editing and style assistance.
regulations detailed in the Park
University 2009 – 2010 Undergraduate Catalog
and the undergraduate student handbook, Park
University Handbook for the Professional Team, School for Education, Revised
You are required to:
a Math Activities Resource Notebook to serve as a reference of math
activities you may use in your professional practice to meet the needs of
diverse learners (MoSPE 1.1-1.5; 2.3, 2.5, 3.1-3.3, 4.1, 4.2, 5.3, 6.2, 6.4).
Specifically, you are to select one of the math activities presented in
each of the chapters, chapters 1 – 12, in the Tucker, Singleton, and Weaver
text Teaching Mathematics to ALL Children and create a written two (2)
page description (with appropriate headings) to add to your Math Activities
Resource Notebook. For each description (9 total), you must include:
specific math skill(s) are targeted in this activity? Are these process or
content standards or both?
the steps involved in using this instructional activity.
all materials and/or resources needed to complete this activity.
approximately how much time this activity would take to complete.
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.
Classroom Mini Lessons: During
class sessions, you will be required to demonstrate in class one of the
activities you selected and reviewed. The demonstrations will be in the form of
teaching the lesson and not reviewing. Each demonstration (8 mini lessons
total) will be held according to the class schedule. The schedule may be
altered or the number of mini lessons reduced as the instructor sees fit.
online discussion activities (7 total) on assigned readings. For reading
assigned (e.g., articles) by the Instructor, you are to complete an online
discussion activity designed to enhance your knowledge and/or skills related
effective mathematics instruction (MoSPE 1.5, 6.1-4, 8.1-3, 9.2). 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-hr period after posting your initial
response. These posting must occur on two (2) different days; this will allow
time for the discussion to be expanded and elaborated. These discussions will
take place on the EDE 385 e-Companion website. A Rubric for the Discussion
Activities may be located in document sharing, category Rubrics on the EDE 385
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) (MoSPE ).
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:
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…
Teaching Mathematics with Children’s Literature http://fcit.usf.edu/math/resource/bib.html
and Literature: Perfect Together http://www.mrsmcgowan.com/math/math_and_literature.htm
and Children’s Literature http://sci.tamucc.edu/%7Eeyoung/literature.html
Once you have selected a
children’s book you plan to use, then you must prepare an annotated
bibliography (1 page) in which you provide:
(1.) the citation of book (follow APA guidelines), (2.) a brief
description of the book (i.e., brief narration of the story line), (3.)
approximate grade-level and/or age-level appropriate for this book, (4.)
mathematical strands relative to this book, and (5) your name as reviewer. Your
annotated bibliography must be uploaded to the e-Companion website in document
sharing, category Children’s Literature. The same book cannot be used by more
than one person; therefore, select your book and post your annotated
bibliography early to insure your first choice. After everyone posts their
annotated bibliographies, you will have additional information about potential
future resources to use in your teaching of mathematics.
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.
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:
(TWS Performance Standards II Learning Goals and III Assessment Plan)
(TWS Performance Standard IV Design for Instruction)
• Product (TWS Performance Standard VI Analysis of
you have completed your TWS, upload your completed TWS to document
sharing, category Teacher Work Sample to share it with other students in
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
others in class.
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.
5. Complete a reflective essay that address the
knowledge and skills associated with the MoSPE 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
188.8.131.52). Education students are required to address all of the MoSPE 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
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 MoSPE
9.1-3 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.
6. Complete the Core Assessment. All Park
University courses must include a core assessment that measures the relevant
Departmental Learning Outcomes. The purpose of this assessment is to determine
if expectations have been met concerning mastery of learning outcomes across
all instructional modalities. The core assessment for this course is the Applied
Case Study (ACS) and will account for 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
a Pre-Assessment Profile, which must include:
general description of the student involved in the Applied Case Study (APC).
The description of the student must include the student’s age, grade, gender,
ethnicity/race, SES, reason for teacher referral (based on interview of the
teacher) and an overview of previous math performance (e.g., previous test
summary of the pre-assessment results. The pre-assessment of the student must
be conducted in the school setting, and consist of an error analysis, and at
least two other informal means of assessing the student’s math knowledge and
skills, and his/her attitude about math. The summary of the pre-assessment must
include a description of the informal assessments used, a rationale for the use
of these types of assessments, specific results from each of the assessments
completed, and an overall analysis of the student’s strengths and needs. Copies
of all assessments used must be attached to the Pre-Assessment Profile in an
individualized instructional plan. Based on the results from the
pre-assessment, a prescriptive instruction plan for the student must be developed
to address the individual needs of the student. The prescriptive instructional
plan must include a description and justification of at least two (2)
mathematical strategies/activities selected to address the specific needs of
the student. Each of the strategies/activities in the plan must be linked to
MoSPE Show-Me Standards and Mathematics GLE. This plan will be use to guide
instruction during tutoring sessions.
B. Complete a Post-Assessment
Report, which must include:
of Tutoring Sessions. The preservice teacher candidate implements the
instruction plan by conducting tutoring sessions with the student. At the
conclusion of each tutoring session, a Post-Session Reflection Sheet
(PSPR) must be completed to track and analyze each tutoring session. These
PSPRs will be shared regularly during class sessions with peers and Instructor,
and with the Cooperating Teacher at the school site. Copies of all the PSPRs
must be attached to the Post-Assessment Report in an Appendix.
summary of post-assessment results. After tutoring instruction, a
post-assessment is conducted for the student. The summary of the
post-assessment must include a description of the informal assessments used, a
rationale for the use of these types of assessments, specific results from each
of the assessments completed, an overall analysis of the student’s strengths
and needs, and a critical reflection on the effectiveness of the instructional
plan and tutoring sessions in meeting the student’s identified needs. Copies of
all assessments used must be attached to the Pre-Assessment Profile in an
overall conclusion. Provide an overall analysis describing what the preservice
teacher has learned about the student’s knowledge, skills, and attitude about
mathematics and offer suggestions for future support of the student.
Applied Case Study, including the Pre-Assessment Profile and the Post-Assessment
Report, will be copied and given to the student’s teacher, who may wish to
share it with the student’s parents.
D. The Applied
Case Study will be shared during a formal class presentation with peers and
7) There will be a minimum of four (4) quizzes of 25 points
each that will be used to demonstrate mastery of the assigned reading
assignments. These assessments may be scheduled or unscheduled.
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 95-96
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 95
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 98
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:8/15/2012 5:05:10 PM