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EDE 385 Diagnosis & Remediation forMath Difficulties
Fette, Kimberly S.


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 2013 HO

Faculty

Fette, Kimberly S.

Degrees/Certificates

Masters in Curriculum and Instruction

Daytime Phone

816.868.1668

Other Phone

816.359.5750

E-Mail

kimberly.fette@park.edu

kimfette@att.net

Semester Dates

January 17, 2013- May 2, 2013

Class Days

----R--

Class Time

4:00 - 6:30 PM

Prerequisites

MA135/EDE360C plus one additional Math EDC374 (Early Childhood)

Credit Hours

3


Textbook:
1. Teaching Mathematics to All Children 9780131175747
2. Stop Faking it! Math 9780873552400
3. Error Patterns In Computation 9780135009109

Additional Resources:

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 initiate their own learning through reading, quizzes, discussion, examinations, internet, videos, websites, and literature.  A variety of instructional strategies will be used to engage the learner in relevant opportunities to apply information learned to authentic, real-world teaching experiences.  Reflection of the learning experience is crucial in modifying future teaching to best fit the needs of the students in the classroom.

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.


Core Assessment:

Class Assessment:

  • Active Participation   
  • Formative Assessments
  • Applied Case Study
  • MoSPE Standard Essay      
  
                                        

Grading:
The final grade will be based on the percentage of total points earned.
A= 90-100%
B= 80-90%
C= 70-79%
D= 60-69%
F= 59% or lower

Points may be earned as followed:
Active Participation              5 points
Formative Assessments        5 points
Applied Case Study           70 points
MoSPE Standard Essay     20 points
                                         100 Points Total

(Standards Based Grading will be introduced at an awareness level so that students can have exposure to demonstrating the understanding of learning outcomes as an alternative to collecting points.)

Late Submission of Course Materials:
Late submission of materials will be addressed on an individual basis.  Understanding and demonstration of the Core Learning Outcomes is the focus of this course.

Classroom Rules of Conduct:

  • Attend class on a regular basis.
  • Arrive on time
  • Adjust cell phones so they do not disturb class/ check e-mails and texts during break
  • Actively participate in class discussions and activities in a professional manner
  • Come prepared to class with materials and assignments
  • Be accountable for your own learning
  • Seek clarification when needed
  • Use Foliotek electronic student portfolio to submit the MoSPE performance indicator essay for Instructor grading- No Exceptions (Contact Carol.williams@park.edu with questions)

Course Topic/Dates/Assignments:
1. Active Participation
A crucial element to acquiring knowledge is listening to others and contributing to class discussion.  Students will be asked to participate in class discussions on a regular basis.  Additional assignments may be given at the end of a class period in preparation for the next class meeting.

2.  Formative Assessments
There will be a minimum of four (4) quizzes that will be used to demonstrate mastery of the assigned reading assignments. These assessments may be scheduled or unscheduled.

3. MoSPE Standard Essay
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 1.2.5.1). 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 Assessment).

4.  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 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.

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 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:

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.

 

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.

  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 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 .

Additional Information:
Assignments will be given according to the needs of the class and the focus of each class time.  Participants will be given assignments each night upon leaving classes.  These assignments might consist of gathering research, online discussion, reading from the selected textbooks or preparing materials to demonstrate concepts to the class.

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:1/16/2013 9:41:48 PM