organizing and teaching mathematics math 424-01 · - classroom management (cult of pedagogy podcast...

CAL POLY FALL 2017

ORGANIZING AND TEACHING MATHEMATICS MATH 424-01

Instructor: Prof. Amélie Schinck-Mikel Time and Location : MW 2:10-4 pm in 38-148 email : [email protected] Office : 25-324 Office Hours: M-R 11-12. Those are really more for the MATH 330 students. For MATH 424, there will always be some time in class or right after class to get questions answered and get support from your classmates and myself. Tel No: (805) 756-2352 Webpage: A PolyLearn page is active for math 424-01 Course Description: Organization, selection, presentation, application and interpretation of subject

matter in mathematics. Introduction to current issues in mathematics education. For students who will be teaching in secondary schools. Credit/No credit grading only. 4 lectures.

CALIFORNIA TEACHING PERFORMANCE EXPECTATIONS (TPEs)

TPE 1: Engaging and Supporting All Learners in Learning

TPE 2: Creating and Maintaining Effective Environments for Student Learning

TPE 3: Understanding and Organizing Subject Matter for Student Learning

TPE 4: Planning Instruction and Designing Learning Experiences for All Students

TPE 5: Assessing Student Learning

TPE 6: Developing as a Professional Educator

Required Texts: .

1. Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching by Jo Boaler (2015), ISBN-13 978-0470894521

2. Five Practices for Orchestrating Productive Mathematics Discussions by Margaret S. Smith and Mary K. (Kay) Stein (May 13, 2011) ISBN-13: 978-1452202907

Other important documents can all be downloaded and printed on our MATH 424 PolyLearn page (e.g. K-12 California’s Common Core Content Standards for Mathematics, edTPA Documents, etc.) APA Quick Reference (http://www.apastyle.org/) Other readings will be distributed to you in class and/or posted on PolyLearn during the quarter.

Course Evaluation Class participation/presentations: 30 points

• Points per class session that you attend, are prepared for, and participate effectively. See attached rubric for guidance.

Written assignments: 70 points • Weekly HW assignments • Course assignments • Course projects/edTPA TASKS

DATES TO REMEMBER September 7 Thursday Beginning of fall term (faculty only) September 14 Thursday Fall term classes begin October 9 Monday May need to cancel class that day (TBD) November 10 Friday Academic holiday - Veterans Day Observed November 20 - 26 Monday-Sunday Academic holiday - Thanksgiving December 1 Friday Last day of classes December 4 - 8 Monday-Friday Final examination period December 9 Saturday Mid-Year Commencement, End of fall term December 10 - January 7

Sunday-Sunday Academic holiday

Accessibility Statement If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your professor and the Disability Resource Center, Building 124, Room 119, at (805) 756-1395, as early as possible in the term. Technology Integration: The use of technology as an instructional tool will be addressed throughout the course. You will be expected to use technology to create course materials (e.g. lesson plans), demonstrate that you can enhance and manage student learning in a technologically enhanced environment (e.g. Desmos), videotape and analyze your teaching, and make use of electronic research.

Video Cameras and Laptops Available for Check-Out The Classroom Technologies Media Resource Center has SDcard Video Camcorders and laptops available for checkout. They can be checked out for 3 days at a time.

Contact Locations: Building 2 Room 9 and Building 10 Room 125

Hours; Monday to Friday 8am to 5pm Phone: 805.756.6765

Email: [email protected]

Math 424-FALL 2017 Tentative Schedule Prof. Amélie Schinck-Mikel

DATE Sept. 18

Intro to course and to each other - Practicum Talk/Discussion of weekly reflection main points - Classroom Management (Cult of Pedagogy Podcast #80-When students won’t stop talking, BAM radio podcast about strategies for dealing with difficult student. Write down rules for your classroom, role play/scenarios discussion.) (TPE 2.3) Polylearn Activities:

Sept. 20

- Beliefs about Teaching of Mathematics/ Growth and Mathematical Mindsets (TPE 6.2) -Productive Struggles (Readings: Boaler chapter 1 & 2 –The Brain and mathematics learning and The power of mistakes and struggle, Mathematical Practices, Videos: Dweck The Power of yet and Boaler How you can be good at math, and other surprising facts about learning) Polylearn Activities:

Comment [VM1]: 2.3 I/P (Introduced in readings and lessons, practiced through activities and discussions in class).

Comment [VM2]: 6.2 I

Sept. 25

- Math ed. history – a crash course - Historical basis for CCSSM and more context for CCSSM. - Problem solving (Readings: Brahier-Teaching secondary and middle school teaching, Boaler Chapter 3 (The creativity and beauty of mathematics) and 5 (Rich Mathematical Tasks) - Common Core Additional Resources (TPE 3.1) Due: Brief paper about repositioning mistakes in your own classroom.(TPE 1.3,1.5)

Sept. 27

- Brief presentation from Common Core Resources (TPE 3.1, 6.1) - What is mathematics to you. Write a brief paragraph in class about your view/beliefs about mathematics and mathematics teaching. Discussion of how beliefs influence practice. Polylearn Activities:


Comment [VM4]: 1.3, 1.5 Assessed

Comment [VM5]: 3.1, 6.1 I/P (Introduced in readings and lessons, practiced through activities and discussions in class).

Oct. 2 Hot topics/Theories in Mathematics Education

(Task 1 Rubric 3 Commentary Prompt 3) Potential topics: - Research based discussion of the role of homework - Activating students’ Prior Knowledge (TPE 1.1) -Vygotsky - Grouping (for growth mindset, for AL,etc.) (Boaler chapter 7 and others) - Bruner - Van Hiele model - Problem Based Learning (PBL-for New Tech Placement) - Teacher Noticing We should also all be familiar with behaviorist theory to know why some things are done the way they are in the K-12 classroom. Due: Brief Paper about what is a problem and how you will encourage problem solving in your classroom. (TPE 1.3,1.5)

Oct. 4 Learning Theories Presentations (TPE 1.1)


Comment [VM7]: 1.3, 1.5 Assessed

Comment [VM8]: 1.1 (Introduced in readings and lessons, practiced through activities and discussions in class).

Polylearn Activities:

Oct. 9 Due: read EdTPA documents to have a discussion Oct. 11

Oct. 16

The 5 Practices: Anticipating, Monitoring, Selecting, Sequencing, and Connecting. - Mathematics Classroom Discourse (TPE 1.3,1.5,4.7)

The Differentiated Mathematics Classroom (TPE 1.4) - UDL (TPE 3.2) - Multiple Representations/Technology (Rubric 9) (TPE 3.4,4.8) - Academic Language in the Mathematics Classroom (rubric 4) (TPE 3.5) -Writing in the mathematics classroom. - Graphic Organizer/ELL Strategies (diverse student pop) (TPE 3.5,4.7) Due: Reading the Introduction and chapter 1-3 of The 5 Practices by Smith and Stein (Chapter 1 Introducing the five practice, Chapter 2 Laying the groundwork: setting goals and selecting tasks, Chapter 3 Investigating the five practices in action). Polylearn Activities:

Comment [VM9]: 1.3, 1.5, 4.7 I/P(Introduced in readings and lessons, practiced through activities and discussions in class).





Oct. 18

The 5 Practices: Anticipating continues: Monitoring, Selecting, Sequencing, and Connecting. (TPE 1.5, 4.3, 4.7) - Questioning (TPE 1.5,1.8,4.7) - Listening (TPE 4.7) - Bansho Due: Listen to the cult of pedagogy podcast episode 80 (When students won't stop talking). Find the link below. Also, take a look at chapters 4-6 of the 5 practices (Chapter 4 Getting started:anticipating students' responses and monitoring their work, Chapter 5 Determining the direction of discussion:selecting, sequencing and connecting students' responses, Chapter 6 Ensuring active thinking and participation:asking good questions and holding students accountable.) paying close attention to the monitoring sheet on p:47 and the table detailing the types of questions on p:63. You will create your own monitoring sheet in class adapting the monitoring sheet on p:47

Oct. 23

Planning a Lesson (TPE 3.1,3.2, 3.3,3.5,4.7) Mathematics Lesson plan template (see attached)

Oct. 25

Academic Language in the mathematics classroom Planning a Lesson (TPE 3.1, 3.2, 3.3,3.5,4.7)

- edTPA TASK 1 modified: Planning Instruction & Assessment Lesson Plan 1/ Peer Feedback

Oct. 30

Equity and Access (Boaler chapt.6 and more, TPE 2.5) - Culturally Responsive Teaching (Speaker:Mark Ellis) and teaching for Tolerance Reading (TPE 2.3, 2.5, 3.5) - Self Fulfilling Proficy, Deficit Model, Pygmalion effect (letter home to parents) (TPE 2.5,6.2)

Comment [VM14]: 1.5, 4.7 I/P (Introduced in readings and lessons, practiced through activities and discussions in class). 4.3 – Introduced briefly

Comment [VM15]: 1.5, 1.8, 4.7 I/P (Introduced in readings and lessons, practiced through activities and discussions in class).


Comment [VM17]: 3.1, 3.2, 3.3, 3.5, 4.7 I/P (Introduced in readings and lessons, practiced through activities and discussions in class).

Comment [VM18]: 3.1, 3.2, 3.3, 3.5, 4.7 I/P (Introduced in readings and lessons, practiced through activities and discussions in class).


Comment [VM20]: 2.3, 2.5, 3.5 I/P (Introduced in readings and lessons, practiced through activities and discussions in class).


- What are charter schools? (readings & podcast) + Brief paper about how you will guarantee enriching mathematics education for all your students.(TPE 2.5) edTPA TASK 1 modified: Planning Instruction & Assessment Planning/Peer Feedback ,Commentary 1, 2, 3. (TPE 1.3,1.5, 1.8, 3.1, 3.2,3.3, 3.4, 4.7, 5.1)

Nov. 1 Designing Assessment (TPE 1.8,2.6, 3.2,3.3,3.4,5.1,5.5)

Nov. 6 Designing Assessment/ modified edTPA TASK 3, planning Assessment prompt #5 (Planning Instruction

and Assessment Rubric 1-5) (TPE 3.1, 3.2,3.3,3.4, 4.7, 5.1)

Nov. 8 edTPA TASK 2 modified Present Videotape Lesson & Commentary/Peer Discussion Lesson Plans due ___________________ . (TPE 1.3, 1.5, 1.8, 3.1, 3.2,3.3, 3.4, 4.7, 5.1)

Nov. 13

edTPA TASK 2 modified Instructing and Engaging Students in Learning. (TPE 1.3, 1.5, 1.8, 3.3, 3.5, 5.3, 5.1) Present Videotape Lesson & Commentary/Peer Discussion Video Analysis & Reflection

Nov. 15

edTPA TASK 2 modified Instructing and Engaging Students in Learning. . (TPE 1.3, 1.5, 1.8, 3.3, 3.5, 5.3, 5.1,) Present Videotape Lesson & Commentary/Peer Discussion Video Analysis & Reflection

Nov 20-26

Thanksgiving break no class

Nov. 27

edTPA TASK 2 modified Instructing and Engaging Students in Learning. . (TPE 1.3, 1.5, 1.8, 2.5, 2.6, 3.3, 3.5,5.1) Present Videotape Lesson & Commentary/Peer Discussion Video Analysis & Reflection

Nov. 29

TBD


Comment [VM23]: 1.3, 1.5, 1.8, 3.1, 3.2, 3.3, 3.4, 4.7, 5.1 Assessed

Comment [VM24]: 1.8, 2.6, 3.2, 3.3, 3.4, 5.1, 5.5 I/P (Introduced in readings and lessons, practiced through activities and discussions in class).

Comment [VM25]: 3.1, 3.2, 3.3, 3.4, 4.7, 5.1 Assessed through exercises

Comment [VM26]: 1.3, 1.5, 1.8, 3.1, 3.2, 3.3, 3.4, 4.7, 5.1 Assessed through lesson planning exercise (see attached guidelines)

Comment [VM27]: 1.3, 1.5, 1.8, 3.1, 3.2, 3.3, 3.4, 4.7, 5.3, 5.1 Assessed through video analysis and reflection (see attached guidelines)

Comment [VM28]: 1.3, 1.5, 1.8, 3.1, 3.2, 3.3, 3.4, 4.7, 5.3, 5.1 Assessed through video analysis and reflection (see attached guidelines)

Comment [VM29]: 1.3, 1.5, 1.8, 3.1, 3.2, 3.3, 3.4, 4.7, 5.1 Assessed through video analysis and reflection (see attached guidelines)

Rubric for Grading Participation in Discussion Prof. Amélie Schinck-Mikel

Grade Criteria

0 • Absent • Projects lack of interest or disrespect for others • Exhibits little evidence of having read or thought about assigned

material 1 • Present, not disruptive

• Demonstrates very infrequent involvement in discussion. • Sometimes displays lack of interest in comments of others.

2 • Demonstrates adequate preparation: knows the basic facts about reading or problem under discussion.

• Demonstrates sporadic involvement in discussion. Sometimes tunes out.

• Comments indicate lack of attention to previous remarks of other students.

3 • Demonstrates good preparation (multiple strategies to problem solving, insightful comments about reading)

• Demonstrates active and ongoing involvement. 4 • Actively and respectfully listens to peers.

• Demonstrates excellent preparation (e.g. notes on reading, questions, …)

• Offers analysis, synthesis, and critique of the material. • Comments and/or questions frequently help move conversation

forward.

Mathematics Lesson Plan Format LESSON 1

1. Grade Level/Subject: Be specific, for example “a high school geometry lesson on similar triangles” and include an estimate for how long (minutes) the lesson will take to complete.

2. Resources & Material used to engage students in learning: Think about everything you and the students will need to complete the lesson.

3. Learning Objective associated with the content standards. Be specific and be sure to include learning goals similar to: “Students will be able to describe the behavior of the sine function in detail, including period, amplitude, relationship to cosine, and relationship to the unit circle.”

4. Common Core State Standards that are the target of student learning. Include the Conceptual Category (ex. Algebra), Domain, Cluster, and the Standard number and text of each standard that is being addressed. If only a portion of a standard is being addressed, then only list the part or parts that are relevant. See highlighted example below

Algebra – Seeing Structure in Expressions (A-SSE) Interpret the Structure of the Expressions 2. Use the structure of an expression to identify ways to rewrite it.

5. ELD Standards 6. Language:

a. Identify a key language function from your learning objectives. Listed below are sample language functions. Choose one of those or one that is more appropriate to your lesson or learning segment.

Compare/Contrast Conjecture Describe Explain Prove

b. Identify a key learning task from your plans that provide students opportunities to practice using that language function identified above.

c. Also identify additional language demands required by the task identified above and how you may help students with these demands:

i. Vocabulary and/or symbols ii. Mathematical precision (e.g. using clear definitions, labeling axes, specifying units of

measure, stating meaning of symbols).

iii. At least one of the following: Syntax or Discourse.

7. Possible Misunderstandings: Describe common mathematical preconceptions, errors, or

misunderstandings within your central focus and how you will address them. This allows you to prepare supports to better and fully implement your lesson. (Note: For edTPA, this portion may end up in your planning commentary.)

8. Instructional Strategies and Learning tasks to support student learning: Write out enough detail so someone else could take the lesson plan directly into the classroom and with the proper materials, be able to implement the lesson. All examples you will cover and their solutions should be included here. If you are going to have an activity or hand out, include it as an attachment to the lesson plan (see note 3 below)

A. Anticipatory set (if any): This is a brief activity (warm-up activity) initiated by the teacher but done by the students. The goal of the activity is to recall previous learning and develop readiness for the mathematics content that will be covered in your lesson. Consider how you will elicit students’ input. Also include a time estimate for this activity.

B. Direct instruction (if any): If you will lecture or provide another form of direct instruction it should be explained here. This includes all details about examples you will present to your students. Also include a time estimate for this activity.

C. Activity (if any): If students will engage in an activity in class (individual or in groups) you should include a copy of the activity sheet as an attachment to the lesson and provide a detailed plan for how you will implement the activity. Be sure to specify the group size and how the anticipatory set and/or direct instruction have prepared students for the activity. Describe what the students will be doing and what you will be doing during the activity. Include some questions/prompts you will be asking students as you circulate during the activity. Also think about extension prompts, questions, problems or activities for students who will finish quickly. Include a time estimate for this activity.

D. Closure: An activity, including an active participation by the student, in which they summarize and organize what has been learned. If you presented an activity, detail how you will guide students to understanding the big ideas of the activity during this part of the lesson. How will students share out? How are connections between ideas/solutions/representations being made?

9. Principles of Universal Design for Learning: List the principles of UDL implemented in this lesson and explain HOW they are implemented. Write about:

i. Multiple Means of Representation - (How are you going to present your content so it meets the needs of all students?)

ii. Multiple Means of Expression: - (How do students demonstrate what they have learned?)

iii. Multiple Means of Engagement (How are you going to engage and motivate your students?)

iv. How do you plan to support English Learners, Emergent Bilinguals and students with special needs. For EL/EB students, include planned scaffolds. For students with special needs, include planned modifications.

10. Formal and Informal Assessments used to monitor student learning: Include types of assessment and what is being assessed. Your assessments should provide evidence to monitor students’ progress toward developing conceptual understanding, procedural fluency and mathematical reasoning and/or problem solving skills. Assessment should include both speaking/writing and also listening/reading. Include circulation/debriefing questions to ask and what responses that you hope for. Assessments can happen in many forms to help monitor and adjust your teaching to meet your objectives. Examples of formal and informal assessments may include circulation questions, warm-up questions, homework, quizzes, tests, activities that promote critical thinking, using technology to investigate conjectures and concepts, graphic organizers, exit slips, etc.

Note 1: Each lesson plan must be no more than 4 pages in length. You will need to condense or excerpt lesson plans longer than 4 pages. Any rationale for decisions or explanations should be included in your Planning Commentary and deleted from your plans. Note 2: Provide citations for the source of all materials that you did not create. List all citations by lesson number at the end of the Planning Commentary. Note 3: Select and submit key instructional materials (no more than 5 additional pages per lesson plan.) The instructional materials might include items such as class handouts, assignments, slides and interactive whiteboard images.

Video Analysis Guidelines