School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
EDE 385 Diagnosis & Remediation forMath Difficulties
SP 2013 HO
Fette, Kimberly S.
Masters in Curriculum and Instruction
January 17, 2013- May 2, 2013
4:00 - 6:30 PM
MA135/EDE360C plus one additional Math EDC374 (Early Childhood)
Textbook: 1. Teaching Mathematics to All Children 9780131175747
2. Stop Faking it! Math 9780873552400
3. Error Patterns In Computation 9780135009109
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 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
Grading: The final grade will be based on the percentage of total points earned.
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:
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 18.104.22.168). 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
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
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
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:
Complete a Pre-Assessment Profile, which must include:
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
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.
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.
Complete a Post-Assessment Report, which must include:
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
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.
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.
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.
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.
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.
Last Updated:1/16/2013 9:41:48 PM