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. |
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| 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. |
Note: There will be additional readings provided by the instructor based on our needs as a class on either Moodle or sent to you through e-mail.
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.
Department of Education Conceptual Framework
Philosophy
The conceptual framework is grounded in a belief that learning is largely constructivist, that is, the learner constructs knowledge based upon background knowledge, cultural frames of reference, experience, instructional influences, and reflective processes. Action, performance, or experience is then central to learning [and teaching]. These beliefs are founded in Dewey (1938) [a cycle of impulse, observation, knowledge, judgment, and purpose] and Kolb (1984) [a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation].
Knowledge Base
To simplify and focus the work of the Education Department, the conceptual framework is communicated in a three-part cycle of learning -- knowledge > experience > reflection. This course will model the three part cycle of learning through a development of knowledge via course readings, class presentations and class discussion, through experience in teaching math to peers and K-6 students in the practicum classroom and through a comprehensive reflection of teaching and learning in the capstone project for both the science and math methods course, the Study of Teaching. Throughout the iterative process that is at the heart of the cycle of learning (knowledge, experience and reflection) teacher candidates will think about their "thinking 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)."
Think of this class as roughly divided into thirds: a third focused on readings, presentations and class discussions (knowledge), a third focused on implementing that knowledge and skills into the classroom (experience) and a third focused on reflecting on your own teaching through your study of teaching.
Course Requirements
Attendance
Attendance is expected and anticipated from each student for every class. Of course, unavoidable absences sometimes occur. If possible, please notify me ahead of time. If that is not possible, contact me as soon as possible afterward. Due to the participatory nature of this course, it will not be possible to completely "catch up" what you have missed (and what the rest of us have missed because you were not able to contribute), but we will do our best to help.
Assigned Readings
Assigned readings are a vital aspect of the course. Your readings in the course textbooks, course packet, research articles and handouts have been carefully selected to provide you with the depth and breadth that you will need as you teach math 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. Reference to readings (properly cited: APA) are expected in each assignment.
E-mail:
I will be using electronic mail to send you assignments, feedback, and other important documents, thus my expectation is that you check your Gustavus e-mail daily. Knowledge and application of sending, receiving, and attaching documents to e-mail is assumed for all students in this course. One of my many expectations for you is that you illustrate courtesy and respect by responding with a simple e-mail to the instructor upon receipt of class information or returned feedback/evaluation on a project.
Time Commitment
There is extensive reading and writing for this class. Plan to spend at least 1-2 hours outside of class for every hour of class. Some weeks will require more time (especially during practicum).
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 math 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.
Developing a community of scholarship and practice (10%)
What might this look like?
Developing as a principled, inclusive, cooperative, and environmentally sustainable 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: 40 points).
Preparation and presentation of math mini-lessons
Practice embedding literacy skills into math small groups
Supporting diverse leaners in math by developing a plan of support for 1 student in practicum
Developing a
purposeful, systematic inquiry into practice through the Study of Teaching due on Friday, May 18, 2012 (30 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.
Final: Bringing Together a Semester of Science and Math with a Final Science/Math Autobiography and Conversation on May 18, 2012 (20 points). More information on this final assignment to come.
Evaluation and Grading:
The emphasis of this course is on the learning of pedagogy and
practices for the teaching of math 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.
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
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!
Jamie Mitchell: Keep looking ahead, always, and know what’s coming up. If you have down time, try working ahead. I promise you’ll never get to a point where you have nothing left to do! (You will feel better, though, if you’re not scrambling to complete everything the night before it’s due.) This also gives you a chance to ask questions if you have them and talk about the assignments and ideas before you turn them in.
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!
Johanna Olmstead: Don't forget to take sometime for yourself during Methods. You will be busy. You will have a lot of work. You won't think you have time for yourself, but for your sake (and your partners, and everyone else in your class) take some time for you. Watch a movie in the computer lab, take a half-hour break for dinner in the caf, go to lund for a quick energy-boost. Even the little things will make the work load seem more bearable.
Standards
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.
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 (2007, Word Document)
National Council of Teachers of Mathematics (NCTM)
Principles and Standards for Mathematics (2000).
updated: February 3, 2012