Department of Education Conceptual Framework
This syllabus is electronically interactive. As such it will be updated over the course of the semester (look for current updates at the bottom of the page). Think about this syllabus as a contract; you are responsible for the information in it, even if I never bring it up in class. Reread it regularly over the course of the semester.
Instructor
| Michele Koomen, Ph.D | Education Department, Anderson 225. |
| Phone: | Office: 507.933.6057; Mobile:612.669.2319 |
| E-mail: | mkoomen@gac.edu |
| Web Site: | http://www.gac.edu/~mkoomen/ |
| Office Hours: | Tuesday from 12:30 to 1:20 pm; other times by appointment; other times by appointment. I encourage you to come and talk with me at any time during the above hours about the course content and your learning, for assistance preparing assignments or making sense out of any readings. |
Required texts/materials
About Teaching Mathematics: A K-8 Resource, Fourth Edition, by Marilyn Burns
Math Facing an American Phobia by Marilyn Burns
Math Course Packet
One packets binder dividers or Post-it note type tabs.
Packet of sticky notes
There are other readings provided by the instructor on either Moodle, the class schedule or the Internet.
Access to Education:
Every student has a right to learn and to participate in this class. I recognize that we all learn differently. If you have learning challenges, please see me about how we can work together to support your learning needs. Bring any documentation and suggestions about how I may assist you. We will work together to make this a great learning experience for you.
Disability Services
At its May 2011 Faculty Meeting, the faculty approved changes to Faculty Handbook Section 2.2.7: “Through information provided in syllabi, faculty members will notify students of the availability of disability services at Gustavus and how to access them.” The following statement is recommended for inclusion on all syllabi:
Gustavus Adolphus College is committed to ensuring the full participation of all students in its programs. If you have a documented disability (or you think you may have a disability of any nature) and, as a result, need reasonable academic accommodation to participate in class, take tests or benefit from the College’s services, then you should speak with the Disability Services staff, for a confidential discussion of your needs and appropriate plans. Course requirements cannot be waived, but reasonable accommodations may be provided based on disability documentation and course outcomes. Accommodations cannot be made retroactively; therefore, to maximize your academic success at Gustavus, please contact Disability Services as early as possible. Disability Services (https://gustavus.edu/advising/disability/) is located in the Academic Support Center. Disability Services Coordinator, Kelly Karstad, (kkarstad@gustavus.edu or x7138), can provide further information.
Help for Students Who Are Multilingual
Support for English learners and multilingual students is available through the Academic Support Center’s Multilingual Learner Tutor (https://gustavus.edu/advising/). The MLL tutor can meet individually with students for tutoring in writing, consulting about academic tasks, and helping students connect with the College’s support systems. When requested, the MLL tutor can consult with faculty regarding effective classroom strategies for English learners and multilingual students. If requested, the MLL tutor can provide students with a letter to a professor that explains and supports appropriate academic arrangements (e.g., additional time on tests, additional revisions for papers). Professors make decisions based on those recommendations at their own discretion. In addition, English learners and multilingual students can seek help from peer tutors in the Writing Center (https://gustavus.edu/writing center/).
Questions about these policies can be directed to Dean Julie Bartley (jbartley@gustavus.edu or x7541) or Dean Micah Maatman (mmaatman@gustavus.edu or x7541).
Faculty Title IX Responsibilities
Title IX
Title IX is federal legislation that makes clear that violence and harassment based on sex or gender are civil rights violations. Gustavus Adolphus College takes incidents of sexual misconduct seriously. Sexual misconduct includes the following: Non-Consensual Sexual Contact, Non-Consensual Sexual Intercourse, Sexual Exploitation (taking non-consensual or abusive sexual advantage of another), Intimate Partner Violence—physical, sexual, or psychological harm by a current or former partner or spouse, Stalking.
Please see the student sexual Misconduct Policy in the Gustavus Guide for more details and definitions or online at: https://gustavus.edu/dean of students/policies/gustative/sexual-assault.php
Not all college employees are mandatory reporters. However, all faculty are legally mandatory reporters and must make a formal report to the Dean of Students Office within twenty-four hours. If you have any questions, contact the Title IX Coordinator (Julie Kline, Director of Human Resources, at 507-933-6075) or one of the deputy coordinators (https://gustavus.edu/titleix/titleix.php).
Honesty Policy
This course will abide by the Gustavus Adolphus Honor Code. Ethical behavior is a must for teachers. Plagiarism will not be tolerated. Please review this web site for an overview of plagiarism. At its November 2006 Faculty Meeting, the faculty approved changes to Handbook Section 2.2.9: “Through information provided in syllabi and/or other means, faculty members will explain to students how the Honor Code will operate in their respective courses.” The following statement is required on the study of teaching assignment:
“On my honor, I pledge that I have not given, received, or tolerated others’ use of unauthorized aid in completing this work.”
Full descriptions of the Academic Honesty Policy and the Honor Code can be found in the Academic Catalog (online at https://gustavus.edu/general_catalog/current/acainfo). For more information about the Honor Code, contact Dean Julie Bartley (jbartley@gustavus.edu or x7541).
Department of Education Conceptual Framework
All components of the Education Department's Conceptual Framework are embedded within the Capstone project that students complete for EDU 371/373. Students use their knowledge of best practice teaching strategies to plan lessons for their practicum classroom. They teach these lessons to grade 1-6 students while in practice (experience). They video tape their teaching episodes. They analysis their teaching in the episodes using qualitative research and phenomenological methods where they uncover practices in their teaching that were not explicit while they are teaching. This study “awaken teachers to see beyond their habituated perceptions, and in so doing become more mindful of individual children, classroom dynamics and their teaching practices.” (Kesson, K., Traugh, C. & Perez, F. 2006) and to see what is happening “cognitive emotional and social levels” as you work toward improving practice (reconceptualization).This work of a principled practitioner takes place in a context where candidates are thinking about their learning as it relates to their work with students (metacognition), as well as fostering their students’ higher level thinking; exploring cultural connections and influences on their learners (culture) and considering the ways in which we communicate about the knowledge that is being learned (discourse).
Course Requirements
Gustavus Education Department Attendance Policy
1) Cumulative absences (excused or not excused) equaling 15% or more of scheduled class meetings will result in a lowering of the grade by one letter grade. Cumulative absences (excused or not excused) equaling 25% or more of scheduled class meetings will result in a D grade. This will require a retake to remain in the education program. Excused absences are those that come with written documentation. Illness excuses must be communicated to the instructor at least one half hour prior to the start of the class period. Extenuating circumstances may be considered by the instructor.
2) Five or more late entrances into class (for one hour classes) and two or more late entrances (for longer classes) will result in a decrease of the final grade by one letter grade.
3) Absences from any practicum requirement for this course without prior contact (at least a half hour prior to the start of the placement experience) with the instructor and the placement teacher will result in a decrease in the final grade by one letter grade. All visits will be verified with the practicum teacher or site coordinator. In addition, more than one excused absence must be made up by the student on the student’s own time, with a signed statement form the placement teacher/site manager attesting to the additional visit(s), returned to the course instructor before the end of the semester.
Passed May, 2014
Gustavus Education Department Policy Regarding Syllabi
A syllabus for a course is a contract with expectations for students enrolled in the class. Changes of due dates or expectations may only be negotiated between the entire class and the instructor. As an individual intending to work in schools as an educator, it is important to recognize the contractual nature of a syllabus. Due dates are final, and work is expected to be completed on time. All course expectations, as defined in the syllabus, are to be met by the student, with work to be documented and/or evaluated by the instructor and results reflected in student grades. Failure to meet the deadlines specified in the syllabus (except in emergency situations or extreme situations which have been discussed with the instructor early in the semester) identifies the individual as someone who is not able to meet the professional responsibilities of the teaching profession. Therefore, any such breach of contract may be cause for dismissal from the education department. Passed August, 2015
Assigned Readings
Assigned readings are a vital aspect of the course. Your readings in the course textbooks, course packet, and research articles and handouts have been carefully selected to provide you with the depth and breadth that you will need as you teach mathematics in the elementary school. It is expected that you will carefully read all assigned readings required for the class session. It is also expected that you will review these readings after class and as you prepare assignments and projects for this class. Some will provide background information for what we do in class, others will elaborate afterwards, and a few provide insights about things we do not have time to adequately explore in class. The readings for this course are the frame for the knowledge portion of the Department of Education's Conceptual Framework and represent the theory behind "best" practices. Assigned readings will be important for your participation in our classroom conversations. In addition, it will be expected that you "do" some of the mathematics activities in your main text (Burns) with manipulatives while you are reading.
Email:
I will be using electronic mail to send you assignments, feedback, and other important documents. Knowledge and application of sending, receiving, and attaching documents to e-mail is assumed for all students in this course. All students will be required to format e-mail using subject specific criteria that will be defined for each assignment. In addition, I generally respond to email within 24 hours and usually read and respond to email from 6-7am and 7-8PM.
Evaluation and Assignments
The emphasis in this course is on learning, understanding, and application of pedagogical knowledge in relation to the teaching and learning of mathematics at the elementary school level. Expectations are high for all students in terms of the quality, integrity and consistency in completion of all assignments. It is also assumed that learning in this course occurs from a continuing process of discourse (whether it be written or verbal). Expectations are equally high for all students in terms of active, purposeful, and thoughtful participation in both whole and small group context with continued efforts to support the cooperative learning of all.
Note about electronic grading:
The majority of your assignments will be turned in electronically through e-mail. It is your responsibility to keep complete copies of all electronic assignments until your final grade is posted at the end of the semester.
Professionalism (Dispositions): (15%)
What might this look like?
You are punctual and ready for class each and every day: supplies and books ready to go and out; food and snacks are put away; cell phone is off and put away; hats removed.
You exhibit a high level of professionalism and integrity in your thoughtful preparation and attendance for all classes. This includes consistent evidence that you have thoughtfully completed assigned readings for each session.
Gracious and thoughtful participation in class discussions on a regular or consistent basis. This means that you are not only participatory, but, you listen to others as well. Your "air time" is proportional to the other students in this class. Your participation includes consistent small group and whole class contributions.
You appear interested and engaged in the math methods course content. This means that you are not doing assignments for this class nor other classes, attending to e-mail or text messaging during class, and are "present" in the class session. Class conversations center on the content of the math course.
Demonstration of personal and professional behaviors and affect as designated on the Department of Education's Statement of Professionalism.
Developing as a principled, inclusive, cooperative, and mindful practitioner of math: Expectations are high that completion of each and every one of the pieces below will be completed with high integrity (Pass/Fail: 65 points).
Math Notebook (15 Points): First check, Oct.. 3; Second check: December 11.
Processing of course readings (Course packet and research articles).
Mini-math lessons (2): 10 points
Math calendar: 5 points
Practicum Math Lesson Plan 1, 2 and/or 3 (due 2 full school days before you teach it in your classroom). (20 points for all lessons)
Developing a purposeful, systematic inquiry into your teaching practice through the Study of Teaching: due on Friday, December 15 (20 points)
Each one of us is building an understanding of teaching as a journey of learning and process. The purpose of this assignment is develop “mindful educational practice to gain depth and purpose” toward our teaching. This assignment will use phenomenological inquiry, a research method and study that are designed to “awaken teachers to see beyond their habituated perceptions, and in so doing become more mindful of individual children, classroom dynamics and their teaching practices.” (Kesson, K., Traugh, C. & Perez, F. 2006). The intent of your study of your teaching is to become more mindful of what is happening in the classroom on “cognitive emotional and social levels” as you work toward improving your own practice.
Evaluation and Grading:
The emphasis of this course is on the learning of pedagogy and practices for the teaching of mathematics in the elementary classroom. Learning is demonstrated by various means including your affect and disposition in class, your participation in the cooperative and collaborative learning with others, and assignments completed with integrity.
Turning in late assignments: Students who have taken this course before do well by working ahead. Late assignments are assignments that are turned in after the due date established in class or on the assignment description. For each day an assignment is late, you will earn less points, up to a full letter grade on that assignment if it is more than two days late.
Total points for class: 100 points.
A = 94 -100 total points
A- = 90-93.99 points
B+ = 87.5-89.99 points
B = 84-87.49 points
B- = 80-83.90 points
C = work less than 79.9 total points
Words of Advice, Tips and Wisdom from former students
Adriane Rentschler and Jessica Nidermeyer: Do not procrastinate on your practicum lessons. The quicker you get them done, the more time you have to actually prepare for your lesson and talk with your CT. Practicum goes really fast so enjoy the experience and learn as much as you can. It is a lot of fun, but it does require a lot of work. Stay on top of your lesson plans and do the best you can. Make sure you are prepared to teach each lesson and pack your materials the night before. Have fun, work hard, and learn as much as possible! Spring 2016
Mallory Drenttel:
Charlie Box: Practicum is exhausting but highly rewarding! Be prepared to get a lot of work done and work extra hours at night but do not fret, it is overwhelming to say the least but rewarding at the same time. In science and math you will work closely with a partner and some days you might not want anything to do with them, however, you create a friendship that is so strong and ultimately, you will always have memories! Spring 2016
Bria Aamot: During Practicum, always give it your all and get into your teaching. Be on top of it! Stay organized! Forget all your outside distractions when teaching and remember why you are doing this. Keep in mind why you are working so hard. Take care of yourself! Exercise, eat healthy, sleep, and relax! Balance life and take breaks! Spring 20009
Amanda Unruh: Make sure you take care of yourself and get enough sleep. It sucks being a senior and having no time for friends when you see all of your friends out having a good time, but just remember that this is your most important semester, they all have to go to grad school still, this is your time to buckle down, and then you can have fun! Spring 2008
Board of Teaching Standards of Effective Practice
Link here to find out how specifically the Minnesota Board of Teaching (BOT) Standards of Effective Practice are embedded in EDU 373: Math Methods and Materials. For a list of all BOTs and Indicators, click here.
Teacher candidate Portfolio and Key Assessments: Teacher candidates will provide evidence for the following BOT Standard and indicators (two) through coursework and the application of that course work into their practicum classrooms.
BOT Standard 7, Planning Instruction
A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. The teacher must:
E. design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress;
F. implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired;
Link here to find Evidence of Learning And Assessment Opportunities for Teachers of Elementary Education with a Speciality (PEPER II: Form I-D) in EDU 373: Elementary Math Methods and Materials.
Minnesota Academic Standards in Math (MAS)
Minnesota Academic Standards in Mathematics (2003) (pdf) (PDF document)
National Council of Teachers of Mathematics (NCTM)