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The Mission of Lindenwood University

Lindenwood University offers values-centered programs leading to the development of the whole person—an educated, responsible citizen of a global community. Lindenwood University is committed to: providing an integrative, liberal arts curriculum; offering professional and pre-professional degree programs; focusing on the talents, interests, and future of the student; supporting academic freedom and the unrestricted search for truth; affording cultural enrichment to the surrounding community; promoting ethical lifestyles; developing adaptive thinking and problem-solving skills; and furthering lifelong learning. Lindenwood is an independent, public-serving liberal arts university that has an historical relationship with the Presbyterian Church and is firmly rooted in Judeo-Christian values. These values include belief in an ordered, purposeful universe, the dignity of work, the worth and integrity of the individual, the obligations and privileges of citizenship, and the primacy of truth.

School of Education Conceptual Framework

“Teaching and Leading as an Art and a Science”

*Course SyllabusMoSPE Teacher Leader/SLO #6. Utilizing Effective Communication

COURSE NUMBER/TITLE/TERM-SEMESTEREDU 33100/53500 Secondary Methods of Teaching Fall, 2013

COURSE DATE/SThursdays, August 29 to December 5

COURSE TIME/S4:25 – 5:55 p.m.

COURSE LOCATIONRoemer Hall - Room 301

INSTRUCTORSteve Willott

OFFICE ADDRESSRoemer 312

OFFICE HOURSby appointment

TELEPHONEE-MAIL ADDRESS

636-399-4115 (cell) [email protected] Biography

INSTRUCTOR BIOGRAPHYSteven Willott, Adjunct in Secondary Education, joined Lindenwood in 2010. At the same time, he teaches mathematics full time at Francis Howell North High School and as an adjunct in the math department at St. Charles Community College. He earned his BA in Mathematics and MA in Education from Truman State University in Kirksville, Missouri. He is a National Board Certified Teacher, the 2007 Francis Howell School District Teacher of the Year, and a 2009 recipient of the Presidential Award for Excellence in Mathematics Teaching.COURSE DESCRIPTION

This course examines a variety of teaching methods mathematics in middle schools and high schools, including inquiry, cooperative learning, differentiation, and interdisciplinary, etc. as well as specific teaching strategies unique to mathematics instruction. Students will also develop a Unit Plan of Instruction (for the Tuesday portion of the course). This course meets twice a week (this portion of the syllabus applies to the Thursday portion) and is offered during the fall and spring semesters. Prerequisite: EDU 21500 or EDU 52100.RATIONALE FOR COURSE AS RELATED TO CERTIFICATION REQUIREMENTS

The Secondary Methods course provides students opportunities to gain knowledge and improve skills in several important areas of pedagogy, including long-term planning, lesson plan development, lesson plan implementation, development of a thematic unit plan of instruction, collaboration with other pre-service teachers in problem-solving as well as planning lessons to meet classroom issues of diversity, classroom use of technology, and the various learning styles and needs of students.

Objectives and AssessmentMoSPE Teacher Leader/SLO #1. Content Knowledge and Varied Perspectives

MoSPE Teacher Leader/SLO #3. Implementing the CurriculumMoSPE Teacher Leader/SLO #4. Critical Thinking

MoSPE Teacher Leader/SLO #7. Use of Student Assessment Data to Analyze and Modify Instruction

COURSE OBJECTIVES, STANDARDS AND ASSESSMENTS

COURSE OBJECTIVE #1 For the Tuesday portion, students will develop a 10-15 day Unit Plan of Instruction based upon the subject matter of their discipline. The Thursday portion will provide support and detail.

FOLIOTEK ARTIFACT #1 See MatrixMoSPE/SLOhttp://dese.mo.gov/schoollaw/rulesregs/pending/documents/MoSPE--5CSR20-4004408-2012.pdf

Standard #1 Content knowledge and perspectives aligned with appropriate instruction.

The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students. [SB 291 Section 161.380.2 (3) The teacher is prepared and knowledgeable of the content and effectively maintains students’ on-task behavior.]

Quality Indicator 1: Content knowledge and academic languageQuality Indicator 2: Student engagement in subject matterQuality Indicator 3: Disciplinary research and inquiry methodologiesQuality Indicator 4: Interdisciplinary instructionQuality Indicator 5: Diverse social and cultural perspectives

Standard #5 Creating a positive classroom environment.The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation. [SB 291 Section 161.380.2 (3) The teacher is prepared and knowledgeable of the content and effectively maintains students’ on-task behavior. (5) The teacher keeps current on instructional knowledge and seeks and explores changes in teaching behaviors that will improve student performance.]

Quality Indicator 3: Classroom, school and community culture

Standard #7 Use of Student Assessment Data to Analyze and Modify Instruction

The teacher understands and uses formative and summative assessment strategies to assess the learner’s progress, uses assessment data to plan ongoing instruction, monitors the performance of each student, and devises instruction to enable students to grow and develop. [SB 291 Section 161.380.2 (2) Various forms of assessment are used to monitor and manage student learning; (5) The teacher keeps current on instructional knowledge and seeks and explores changes in teaching behaviors that will improve student performance.]

Quality Indicator 1: Effective use of assessments

CAEPhttp://www.caepsite.org/standards.html#3

#1. Candidates demonstrate knowledge, skills, and professional dispositions for effective work in schools.1.1 Know subject matters, including pedagogical content knowledge and pedagogy#3 Resources and practices support candidate learning.

MCAS As appropriate, connect the Missouri Learning Standards define the knowledge and skills

http://www.caepsite.org/standards.html#3

http://dese.mo.gov/schoollaw/rulesregs/pending/documents/MoSPE--5CSR20-4004408-2012.pdf



http://dese.mo.gov/divimprove/curriculum/Common_Core.html

students need to succeed in college and other postsecondary training and careers. The standards include Common Core State Standards, as set of academic expectations for English Language Arts and Mathematics.All teachers leaders will be expected to be familiar with these standards.

SOE SLO #10-Research related to Impact to Student Learning (SOE Candidate or P-12 students)

SOE-SLO #10Reflection on Research and TheoryEducation teachers have the knowledge and ability to ensure the success of all learners bypromoting reflective application of research and theory among all members of the school community. Students become aware of, gather information about, and look for opportunities to implement, research-based practice. Students will examine the Common Core State Standards for Mathematics and align lesson plans to the standards.

Assessment-How will students demonstrate achievement of the objective?

How will students demonstrate achievement of the course objectives?Develop a 10-15 day Unit Plan of Instruction

COURSE OBJECTIVE #2 Students will write and implement performance objectives that demonstrate a satisfactory knowledge of subject area content.




Quality Indicator 1: Content knowledge and academic language

Standard #3 Implementing the CurriculumThe teacher recognizes the importance of long-range planning and curriculum development. The teacher develops, implements, and evaluates curriculum based upon standards and student needs. [SB 291 Section 161.380.2 (1) Students actively participate and are successful in the learning process; (2) Various forms of assessment are used to monitor and manage student learning; (3) The teacher is prepared and knowledgeable of the content and effectively maintains students’ on-task behavior; (5) The teacher keeps current on instructional knowledge and seeks and explores teaching behaviors that will improve student performance.]

Quality Indicator 1: Implementation of curriculum standards Quality Indicator 3. Instructional goals and differentiated

instructional strategiesCAEPhttp://www.caepsite.org/standards.html#3


MCAShttp://dese.mo.gov/divimprove/curriculum/Common_Core.html

As appropriate, connect the Missouri Learning Standards define the knowledge and skills students need to succeed in college and other postsecondary training and careers. The standards include Common Core State Standards, as set of academic expectations for English Language Arts and Mathematics.All teachers leaders will be expected to be familiar with these standards.


How will students demonstrate achievement of the course objectives?Develop lesson plans that include properly conceived and appropriate performance objectives.

COURSE OBJECTIVE #3 Students will develop and organize appropriate classroom activities to meet lesson plan objectives.










Standard #4 Teaching for critical thinkingThe teacher uses a variety of instructional strategies to encourage students’ critical thinking, problem solving, and performance skills including instructional resources. [SB 291 Section 161.380.2 (1) Students actively participate and are successful in the learning process.]

Quality Indicator 1: Instructional strategies leading to student engagement in problem-solving and critical thinking

Quality Indicator 2: Appropriate use of instructional resources to enhance student learning

Quality Indicator 3: Cooperative, small group and independent learning






How will students demonstrate achievement of the course objectives?Students will develop lesson plans that address the special needs of students and provide students opportunities to plan activities and lessons based upon their cultural background and prior educational experiences.

COURSE OBJECTIVE #4 Students will develop lesson plans based upon the subject matter content of their discipline utilizing appropriate language related to the discipline.

FOLIOTEK ARTIFACT #1 See MatrixMoSPE/SLOhttp://www.dese.mo.gov/schoollaw/rulesregs/documents/MoSTEP_10-06.pdf



Quality Indicator 1: Content knowledge and academic languageQuality Indicator 2: Student engagement in subject matter


Quality Indicator 1: Implementation of curriculum standardsQuality Indicator 2: Lessons for diverse learners

Quality Indicator 3. Instructional goals and differentiated instructional strategies

http://www.dese.mo.gov/schoollaw/rulesregs/documents/MoSTEP_10-06.pdf












NCTM-Principles and Standards for School Mathematics

Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well. - See more at: http://www.nctm.org/standards/content.aspx?id=3442#sthash.JrStoUBY.dpuf


How will students demonstrate achievement of the course objectives?Students will develop and present lessons using a variety of strategies related to their subject area content including, but not limited to, content area research,class discussions, group decision-making, and the use of technology in lessons and/or presentations.

COURSE OBJECTIVE #5 Students will organize their planning and instruction that addresses children with special needs and students with a variety of learning styles.

FOLIOTEK ARTIFACT #1 See MatrixMoSPE/SLOhttp://dese.mo.gov/schoollaw/rulesregs/pending/documents/MoSPE--5CSR20-4004408-2012.pdf.



Quality Indicator 5: Diverse social and cultural perspectives

Standard #2 Understanding and Encouraging Student Learning, Growth and Development

The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students. [SB 291 Section 161.380.2 (1) Students actively participate and are successful in the learning process; (5) The teacher keeps current on instructional knowledge and seeks and explores changes in teaching behaviors that will improve student performance.]

Quality Indicator 4: Differentiated Lesson Design Quality Indicator 5: Prior experiences, learning styles, multiple

intelligences, strengths and needs Quality Indicator 6: Language, culture, family and knowledge of

community

Standard #3 Implementing the CurriculumThe teacher recognizes the importance of long-range planning and curriculum development. The teacher develops, implements, and evaluates curriculum based upon standards and student needs. [SB 291 Section 161.380.2 (1) Students actively participate and are successful in the learning process; (2) Various forms of assessment are used to monitor and manage student learning; (3) The teacher is prepared and knowledgeable of the content and effectively maintains students’ on-task behavior; (5) The teacher keeps current on instructional knowledge and seeks and explores teaching behaviors that







will improve student performance.]Quality Indicator 2: Lessons for diverse learners


Standard #4 Teaching for critical thinkingThe teacher uses a variety of instructional strategies to encourage students’ critical thinking, problem solving, and performance skills including instructional resources. [SB 291 Section 161.380.2 (1) Students actively participate and are successful in the learning process.







Excellence in mathematics education requires equity—high expectations and strong support for all students. - See more at: http://www.nctm.org/standards/content.aspx?id=3438#sthash.XK5GjKeS.dpuf




How will students demonstrate achievement of the course objectives?Students will develop lesson plans that address students with special needs as well as students that have a variety of learning styles.

COURSE OBJECTIVE #6 Students will design lessons that require student participation and involvement and encourage student learning.

FOLIOTEK ARTIFACT #1 See MatrixMoSPE/SLOhttp://www.dese.mo.gov/schoollaw/rulesregs/documents/MoSTEP_10-06.pdf



Quality Indicator 2: Student engagement in subject matter

Standard #2 Understanding and Encouraging Student Learning, Growth and Development

The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students. [SB 291 Section 161.380.2 (1) Students actively participate and are successful in the learning process; (5) The teacher keeps current on instructional knowledge and seeks and explores changes in teaching behaviors that will improve student performance.]






Quality Indicator 4: Differentiated Lesson Design Quality Indicator 5: Prior experiences, learning styles, multiple

intelligences, strengths and needs Quality Indicator 6: Language, culture, family and knowledge of

community



Standard #4 Teaching for critical thinkingThe teacher uses a variety of instructional strategies to encourage students’ critical thinking, problem solving, and performance skills including instructional resources. [SB 291 Section 161.380.2 (1) Students actively participate and are successful in the learning process.]









How will students demonstrate achievement of the course objectives?Students will develop lesson activities that relate to the developmental levels of students and is focused upon activities that involve student in their learning and require the active participation components in lesson plan development.

COURSE OBJECTIVE #7 Students will recognize the importance of assessment in learning through the construction of assessment tools that measure student learning of the subject area content.


Standard #7 Use of Student Assessment Data to Analyze and Modify Instruction

The teacher understands and uses formative and summative assessment strategies to assess the learner’s progress, uses assessment data to plan ongoing instruction, monitors the performance of each student, and devises instruction to enable







students to grow and develop. [SB 291 Section 161.380.2 (2) Various forms of assessment are used to monitor and manage student learning; (5) The teacher keeps current on instructional knowledge and seeks and explores changes in teaching behaviors that will improve student performance.]

Quality Indicator 1: Effective use of assessmentsQuality Indicator 2: Assessment data to improve learning






Assessment should support the learning of important mathematics and furnish useful information to both teachers and students. - See more at: http://www.nctm.org/standards/content.aspx?id=3446#sthash.m93CDKIv.dpuf


How will students demonstrate achievement of the course objectives?Students will develop a pre-test and a post-test which directly relates to and is based upon the subject area content, the course objectives, and the course instructional strategies.

COURSE OBJECTIVE #8 Students will develop lesson plans that require the use of technology.FOLIOTEK ARTIFACT #1 See MatrixMoSPE/SLOhttp://dese.mo.gov/schoollaw/rulesregs/pending/documents/MoSPE--5CSR20-4004408-2012.pdf

Standard #6 Utilizing Effective CommunicationThe teacher models effective verbal, nonverbal, and media communication techniques with students and parents to foster active inquiry, collaboration, and supportive interaction in the classroom. [SB 291 Section 161.380.2 (4) The teacher uses professional communication and interaction with the school community; (6) The teacher acts as a responsible professional in the overall mission of the school.]

Quality Indicator 3: Learner expression in speaking, writing and other media

Quality Indicator 4: Technology and media communication toolsCAEPhttp://www.caepsite.org/standards.html#3



Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning. - See more at: http://www.nctm.org/standards/content.aspx?id=3448#sthash.O2EZvWPo.dpuf




How will students demonstrate achievement of the course objectives?Students will write lesson plans that include technology as a part of the instructional component.

COURSE OBJECTIVE #9 Students will develop lesson plans that include a variety of instructional strategies requiring the active participation and problem solving by the students in the lesson.

FOLIOTEK ARTIFACT #1 See MatrixMoSPE/SLOhttp://dese.mo.gov/schoollaw/rulesregs/

Standard #4 Teaching for critical thinkingThe teacher uses a variety of instructional strategies to











pending/documents/MoSPE--5CSR20-4004408-2012.pdf

encourage students’ critical thinking, problem solving, and performance skills including instructional resources. [SB 291 Section 161.380.2 (1) Students actively participate and are successful in the learning process.]









How will students demonstrate achievement of the course objectives?Students will participate in activities and/or develop lesson plans such as inquiry, simulations, games, and cooperative learning whichactively involve students in their learning.

COURSE OBJECTIVE #10 Students will will work in a collaborative manner with other pre-service teachers to plan instructional activities and lesson plans; students will reflect upon their own practice and that of other pre-service teachers.


Standard #8 Professional Practice The teacher candidate is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all students. [SB 291 Section 161.380.2 (4) The teacher uses professional communication and interaction with the school community; (5) The teacher keeps current on instructional knowledge and seeks and explores changes in teaching behaviors that will improve student performance; (6) The teacher acts as a responsible professional in the overall mission of the school.]

Quality Indicator 1: Self-assessment and improvementQuality Indicator 2: Professional learning

Standard #9 Professional CollaborationThe teacher has effective working relationships with students, parents, school colleagues, and community members. [SB 291 Section 161.380.2 (4) The teacher uses professional communication and interaction with the school community; (6) The teacher acts as a responsible professional in the overall mission of the school.]

Quality Indicator 1: Roles, responsibilities, and collegial activitiesQuality Indicator 2: Collaborating to meet student needs

Quality Indicator 3: Cooperative partnerships in support of student learning


MCAShttp://dese.mo.gov/divimprove/curriculum/

As appropriate, connect the Missouri Learning Standards define the knowledge and skills students need to succeed in college and other postsecondary training and careers. The standards include Common Core State Standards, as set of academic expectations for










Common_Core.html English Language Arts and Mathematics.All teachers leaders will be expected to be familiar with these standards.


How will students demonstrate achievement of the course objectives?Students will work with other students to prepare a interdisciplinary lesson plan and a cooperative teaching lesson plan; students will write a reflection paper which focuses on the lessons they have taught as well as those taught by classmates.


SCHOOL OF EDUCATION SLOs (SOE SLOs #1 - #9 are the same as MoSPE Standards #1 - #9) SOE SLO #10 IS STAND ALONE

Student Learning OutcomesSLO #1:Content knowledge, including varied perspectives, aligned with appropriate instruction The teacher understands the central concepts, structures and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for students.

SLO #2:Understanding and Encouraging Student, Learning Growth and DevelopmentThe teacher understands how students learn, develop, and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.

SLO #4:Teaching for critical thinkingThe teacher uses a variety of instructional strategies to encourage students’ development and critical thinking, problem solving, and performance skills including instructional resources.

SLO #5:Creating a positive classroom environment for learningThe teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction and self-motivation.

SLO #6:Utilizing Effective CommunicationThe teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues and parents to foster active inquiry, collaboration, and supportive interaction in the classroom.

SLO #7:Use of Student Assessment Data to Analyze and Modify InstructionThe teacher understands and uses formative and summative assessment strategies to assess the learner’s progress, uses assessment data to plan ongoing instruction, monitors the performance of each student and devises instruction to enable students to grow and develop.

SLO #8:Professional PracticeThe teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all students.

SLO #9:Professional collaborationThe teacher has effective working relationships with students, parents, school colleagues and community members.

SLO #10Reflection on Research and TheoryEducation teachers have the knowledge and ability to ensure the success of all learners bypromoting reflective application of research and theory among all members of the school community.

TECHNOLOGY EXPERIENCESThe Tuesday portion of this course will require students to use technology in a minimum of two of their assignments, one a power point lesson plan and the other in which they use technology as a part of a lesson activity. The Thursday portion of this course will provide support and detail.

DIVERSITY RELATED EXPERIENCESThe Tuesday portion of this course will requiie students to develop two lessons plan specifically addressing diversity, differentiation and multiple intelligences, as well as including diversity components on four other required assignments. Students will focus upon student choices in work assignments based upon student interests, student abilities, and student learning styles plus optional activities for accommodations and enhancement of the content. The Thursday portion of this course will provide support and detail.

ASSESSMENT GUIDELINESIn order to receive an A, B, or C in this class, a student must complete and submit all assignments, including the final exam.

Course RequirementsMoSPE Teacher Leader/SLO #1. Content Knowledge and Varied Perspectives

MoSPE Teacher Leader/SLO #2. Understanding and Encouraging Student Learning, Growth, and Development

REQUIRED TEXT(S)/READINGFor the Tuesday portion: Burden, P.R. & D.M. Byrd (2010). Methods for Effective Teaching (5th Edition). Boston, MA: Allyn & Bacon. For the Thursday portion: no required text; selected readings and articles will be distributed; other additional expected reading or video may be assigned in order to prepare for discussion

REQUIRED MATERIALS/SUPPLIESNotebook or three-ring binder and writing utensil

ABSENCE POLICYAll students at Lindenwood University are expected to attend all classes and class activities for which they have enrolled. If classes are missed, a student is expected to make up the work to the satisfaction of the instructors concerned. At times, absence from class may be unavoidable—as in instances of prolonged illness, hospitalization, or participation in an approved student activity. A student who has been hospitalized should submit a doctor’s verification to the registrar, who will notify instructors.

ATTENDANCE AND PARTICIPATION1. Attendance: Consistent attendance is vital to classroom success. Discussions and small group work are critical aspects of this course. When a student is absent, this type of work cannot be replicated or “made up.” Students should find a “classroom buddy” who is willing to collect extra copies of handouts and take careful notes for them in the event of an absence. It is the student’s responsibility to obtain all materials missed as a result of absence.

2. Attendance/Participation points possible - 50 (Tuesday) (Thursday portion 15 points possible, 1 point per meeting)

3. Tardies: Tardiness is a disruption to the classroom setting and to students who are already present. Please do you very best to avoid being tardy. If it happens, be a good neighbor and enter the classroom quietly. 20 minutes or more late is counted as an absence or a half-day absence, not a tardy.

4. Participation: Just as attendance is important, participation in class discussion and activities is required. Students should be prepared to be active participants in all classroom activities. Rules of classroom civility apply.

Course ProtocolsMoSPE/SLO #5. Creating a Positive Environment for Learning

CLASSROOM PROTOCOL

To maximize classroom and campus success for each student, and to insure a positive learning environment, the following conduct is expected of all students:

• Attend all scheduled classes and be on time for classes. Enter the room quietly, if you are late for some reason.• Appropriate dress required (including shirts and shoes).• Hats and head coverings should not be worn in class or inside any campus building, excluding dormitories. Inappropriate head coverings

such as hair nets, head sweats, do-rags, and head wraps are prohibited on campus.• Tobacco may not be used at any time during class.• Coffee and soft drinks may be permitted by your class instructor; however, empty containers must be properly disposed of after class.• Talking during class is limited to class discussions only.• During classroom instruction, the use of cameras, video, audio taping devices, or any other kinds of recording devices (including telephones)

is allowed only after obtaining written permission from the instructor; otherwise, the use of such devices is prohibited. Such recordings may not be redistributed to anyone not a member of the class without the express written permission of the instructor and all student subjects of the recording.

COURSE EXPECTATIONSWritten Assignments: All assignments are expected on the due date. Assignments must be completed using word processing software. There will be a 50% grade reduction for assignments not turned in when collected during the class period or submitted to the instructor via email by midnight on the day of the class period. No credit will be given a late assignment that was not turned in before the graded assignments are returned to the class. Assignments not turned in within 2 weeks of the original due date will receive a grade of “0”. Computer, printer, or e-mail problems are not acceptable reasons for failure to have your assignment turned in on the due date.

Class Participation Discussions and collaboration between students is an important part of the class activities and is an regular component of many of our class sessions. Classroom discussions provide an important part of future class assignments by allowing students to use prior knowledge as well as providing students the opportunity of using problem solving and higher order thinking skills. Colloboration between students is essential in order to successfully complete some of the class assignments.

ACADEMIC HONESTY-PLAGIARISM AND CHEATING POLICIESAcademic Honesty Policy (Graduate Students)Academic dishonesty is a serious offense to oneself and one's colleagues. Students wishing to maintain formal membership in the Lindenwood learning community must display the high level of integrity expected of all its members. According toLindenwood University's Academic Honesty policy, names of students found guilty of cheating or plagiarizing will be sent to the Associate Provost. A first offense of academic dishonesty may result in a reduced or failing grade on the assignment or test or failure in the course. A second offense will result in expulsion from the University.

CheatingCheating shall be defined by Lindenwood University as "disseminating or receiving answers, data, or other information by any means other than those expressly permitted by the instructor. Examples of cheating include, but are not limited to, the following:

A. Copying answers, data, or other information (or allowing others to copy) during an examination, quiz, or laboratory experiment or on homework or any other academic exercise.

B. Assuming another individual's identity or allowing another person to do so on one's own behalf for the purpose of fulfilling any academic requirement or in any way enhancing the student's grade or academic standing.

C. Using any device, implement, or other form of study aid during an examination, quiz, laboratory experiment, or any other academic exercise without the faculty member's permission."Source for quotation: http://www.deltacollege.edu/dept/ar/catalog/cat0910/index.htm

PlagiarismPlagiarism is defined as "the presentation of someone else's ideas or words as your own. Whether deliberate or accidental, plagiarism is a serious offense" (Fowler and Aaron 680).

Each of the following is a type of plagiarism and must be avoided in all academic work:Copying directly from a source without quotations and source citation;Paraphrasing or summarizing another's idea without attribution;Changing a sentence's structure but copying words;Changing a sentence's words but copying its basic structure;Using audio, video or other media sources without acknowledgement;Submitting a paper written by another student and claiming it as your own;Using information obtained through interviewing an expert on the subject without attribution;Purchasing or downloading a paper from another source and claiming it as your own;Collaborating excessively on an essay with another person;Submitting an essay that was previously written for another class without the consent of both professors (Plagiarism Defined 1).

Works CitedFowler, H. Ramsey, and Aaron, Jane E. The Little, Brown Handbook. New York:Pearson Longman Press, 2004.

"Plagiarism Defined: Part 3." Plagiarism Tutorial: Indiana State University Library.15 June 2004. Indiana State University. 10 June 2005<panther.indstate.edu/tutorials/plagiarism/defined3.html>.

Lying/Deception

Deception, in either written or oral form, directed at University personnel by a student for the purpose of improving his/her own academic or financial standing or that of another student is subject to disciplinary action as part of the Lindenwood University Academic Integrity policy.

COPYRIGHT POLICYIt is the intent of Lindenwood University that all members of the University community comply with the provisions of the United States Copyright Law. This Copyright policy serves to uphold the University’s commitment to protecting the principles of intellectual property, as well as, protect the rights of its faculty to make appropriate use of copyrighted works for acceptable educational purposes. This policy applies to all University faculty, staff, and students who wish to make use of copyrighted works, whether in print, electronic, or other form. Implicit in this policy is the “Fair Use Act” which applies across the board to uses in the traditional classroom environment and the TEACH Act which is an exception to the “Fair Use Act” for distance learning.Students may not distribute copies of copyrighted materials to other students. This includes such things as Power Points, handouts, podcasts, etc.

ARTIFACTS FOR THE PORTFOLIO (for the Tuesday portion of the course)

The following artifacts from EDU 330-339 may be used to meet partial requirements for the MOSPE standards/Indicators teaching portfolio. No lesson plan should be used for more than two artifacts.

1.2 Multiple Intelligences Lesson Plan1.4 Inquiry Lesson Plan1.5 Interdisciplinary Lesson Plan1.5 Cooperative Teaching Lesson Plan2.2 Any Methods Lesson Plan3.1 Multiple Intelligences Lesson Plan3.2 Differentiation Lesson Plan4.1 Direct Instruction Lesson Plan4.2 Inquiry or Differentiation Lesson Plan5.1 Power Point Lesson Plan5.2 Inquiry or Cooperative Learning Lesson Plan6.3 Inquiry Lesson Plan7.3 Differentiation or Cooperative Learning Lesson Plan7.4 Power Point Lesson

11.2 Power Point lesson

GradingMoSPE Teacher Leader/SLO #1. Content Knowledge and Varied Perspectives

GRADING POLICY (for the Thursday portion of the course)Subject-Area Performance points Grade Tracker

Lesson Plans 15 points ______Classroom teaching presentation 10 points ______Reflections on lessons 20 points ______Attendance 15 points ______

Total Points Possible: 60 points (to be submitted to Dr. Johnson for the course grade)

COURSE REQUIREMENTS Due DatesFirst assignment due (lesson plan for given test) Sept. 19Second assignment due (2 consecutive lesson plans) Oct. 3Lesson Presentations begin Oct. 24Fourth assignment due (reflections on lessons) Dec. 5

Student Support MoSPE Teacher Leader/SLO #2. Understanding and Encouraging Student Learning, Growth, and Development

ACCOMMODATIONS

If you have a disability or believe you may have a disability that requires reasonable accommodations for participation in this course, you need to contact Jared Conner, Student Support and Accessibility Coordinator, at 636-949-4510 or [email protected] and notify your professor during the first week of class so that accommodations can be made. Reasonable accommodations will be made to ensure that students with disabilities have a fair opportunity to perform at their potential. Students are responsible for providing the instructor with a Campus Accessibility Faculty Notification Form specifying classroom accommodations. Your academic advisor can also help with this process.

* This course syllabus is subject to change if the instructor deems it necessary in order to accomplish the course objectives.

Course ResourcesMoSPE Teacher Leader/SLO #10. Research and Theory

BIBLIOGRAPHY REFLECTIVE OF CONCEPTUAL FRAMEWORKS AND BEST PRACTICESome Suggested Titles for a Mathematics Teacher’s Professional Collection

Groth, Randall E. (2013) Teaching Mathematics in Grades 6-12. Los Angeles, CA: Sage

Gurl, Theresa J., Artzt, Alice F., and Sultan, Alan (2012) Implementing the Common Core State Standards through Mathematical Problem Solving. Reston, VA: NCTM

Stein, Mary Kay & Smith, Margaret (2011) 5 Practices for Orchestrating Productive Mathematics Discussions. Reston, VA: NCTM.

Martin, W Gary , Carter, John , Forster, Susan , Howe, Roger, Kader, Gary, et. Al. (2009) Focus in High School Mathematics: Reasoning and Sense Making. Reston, VA: NCTM

Lobato, Joanne , Ellis, Amy , Zbiek, Rose Mary (2010) Developing Essential Understanding of Ratios, Proportions, and Proportional Reasoning for Teaching Mathematics: Grades 6-8. Reston, VA: NCTM

O’Connor, Ken B. (2009). How to grade for Learning, K-12 (3rd edition). Thousand Oaks, CA: Corwin.

Eaker, R., DuFour, R., & DuFour, R. (2002). Getting started: Reculturing schools to become professional learning communities. Bloomington, IN: Solution Tree (formerly National Educational Service).

Marzano, R., Pickering, D., and Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, Grant, & McTighe, Jay. (1998) Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

The College Board (2006). The AP Verical Teams Guide for Mathematics and Statistics. New York, NY: The College Board.

Erkens, Jakicic, Jessie, King, Kramer, Many, Ranells, Rose, Sparks, Twadell (2008). The Collaborative Teacher. Bloomington, IN: Solution Tree.

Canter, Lee (2010). Assertive Discipline: Positive Behavior Management for Today's Classroom. Bloomington, IN: Solution Tree

Ainsworth, Larry B. & Viegut, Donald J. (2006). Common Formative Assessments: How to Connect Standards-Based Instruction and Assessment. Thousand Oaks, CA: Corwin.

DuFour, DuFour, Eaker, Karhanek (2004). Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn. Bloomington, IN: Solution Tree.

National Research Council (2005). How Students Learn: Mathematics in the Classroom. Washington, DC: National Academies Press.

Kilpatrick, Swafford, & Findell (2001). Adding It Up. Washington, DC: National Academies Press.

Artzt, Alice F. & Armour-Thomas, Eleanor (2002). Becoming a Reflective Mathematics Teacher. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Posamentier, Alfred S., Hartman, Hope J., & Kaiser, Constanze (1998). Tips for the Mathematics Teacher: Research-Based Strategies to Help Students Learn. Thousand Oaks, CA: Corwin.

Parmentier, A. & Stepelman, J. (2006). Teaching Secondary School Mathematics, Seventh Ed. Upper Saddle River, NJ: Merrill.

Posamentier, Alfred S. & Jaye, Daniel (2005) What Successful Math Teachers Do, Grades 6-12: 79 Research-Based Strategies for the Standards-Based Classroom Thousand Oaks, CA: Corwin

National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM.

Course Schedule/OutlineNote: The instructor reserves the right to change or add to course assignments/activities.

COURSESCHEDULE

Date Topics Assignments Estimated Time

# 1 Aug. 29 Syllabus Review, Overview of Assingments, Field Trip Waivers, CCSSM Vignettes

Look for online resources and begin work on 1st lesson plan

0.5 hours

# 2 Sept. 5 Professional Organizations, Reading, and Journals, Collaboration, Networking, Online Resources

Look for online resources and continue work on 1st lesson plan

0.5 hours

# 3 Sept. 12

Problem Solving, Multiple Representations, Mnemonics, Graphic Organizers, Foldables, Summarizing and Notetaking, Sorting, Group Work

Look for online resources and continue work on 1st lesson plan

0.5 hours

# 4 Sept. 19

First assignment due (lesson plan for given test), Manipulatives, SMP#6: Attend to Precision, Venn Diagrams, Informal Formative Assessment Methods

Begin work on 2nd and 3rd lesson plans

0.5 hours

# 5 Sept. 26

Projects, Alternative Assessments, Rubrics (Holistic vs. Analytic), Inquiry/Discovery, Analysis of Instructional Methods via YouTube

Continue work on 2nd and 3rd lesson plans

0.5 hours

# 6 Oct. 3 Second assignment due (2 consecutive lesson plans), Sequencing Examples, Activities for a Short Time Remaining

Begin work on lesson plan to present in class

0.5 hours

# 7 Oct. 10 ?Flex Time for MEGSL Fall Conference?

Continue work on lesson plan to present in class

0.5 hours

# 8 Oct. 17 Remaining discussion topics pushed back

Continue work on lesson plan to present in class

0.5 hours

# 9 Oct. 24 Lesson Presentations begin Continue work on lesson plan to present in class and begin work on reflections

0.5 hours

# 10 Oct. 31 Lesson Presentations continue Continue work on lesson plan to present in class and continue work on reflections

0.5 hours

# 11 Nov. 7 Lesson Presentations continue Continue work on lesson plan to present in class and continue work on reflections

0.5 hours

# 12 Nov. 14 Lesson Presentations continue Continue work on lesson plan to present in class and continue work on reflections

0.5 hours

# 13 Nov. 21 Lesson Presentations continue Continue work on reflections 0.5 hours

# 14 Dec. 5 ?Flex Time for MCTM Fall Conference?

Fourth assignment due (reflections on lessons)

0.5 hours

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