|Michele Hollingsworth Koomen, Ph.D||Education Department, Mattson Hall 121.|
|Phone:||Office: 507.933.6057; Mobile:612.669.2319|
|Office Hours:||Tuesday (12:30 to 1:30 pm) and Thursday from 5:30 to 6:30 pm; 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. Each and every student is expected to make at least one appointment during the course of the semester.
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.
About Teaching Mathematics: A K-8 Resource, Third Edition, by Marilyn Burns
Math Facing an American Phobia by Marilyn Burns
Attendance at the Minnesota Conference on Science Education in Duluth, Minnesota on February 22, 2013
Separate 2 inch binder for science and math methods courses.
Two packets binder dividers or Post-it note type tabs.
One folder with pockets (for fractions).
Math notebook (details in class)
Jump (thumb) electronic drive with USB port for transfer of electronic files and documents.
Packet of sticky notes
There are other readings provided by the instructor on either Moodle, the class schedule or the Internet.
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
All components of the Education Department's Conceptual Framework are embedded within the Capstone research 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 K-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 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).
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 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. Reference to readings (properly cited: APA) are expected in each assignment. In addition, it will be expected that you "do" some of the mathematics activities in your main text (Van de Walle) with manipulatives while you are reading.
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.
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): (10%)
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.
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.
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 a quick break, and are "present" in the class session. Class conversations center on the content of the math course.
Collaboration and Cooperative learning: Demonstration of the five components of cooperative learning: Positive Interdependence, Individual Accountability, Face to Face Promotive Interaction, Interpersonal and Small Group Skills, and Group Processing.
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 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).
Introduction/Science and Math autobiography to Michele (Due: via e-mail by Thursday, February 21, 2013 (12:30 pm).
Practicum Math Lesson Plan 1 (due by 7:50 am, April 11), 2 and or 3 (due 2 full school days before you teach it in your classroom).
Sci/Math Notebook, including:
Processing of course readings (Course packet, Burns and research articles).
Developing greater science, math and environmental science literacy with attendance at three (3) lectures or seminars at Gustavus this spring including Building Bridges and May Day! and one other lecture of your own choosing
Dialog with Michele...
Taking care of yourself
Developing as a principled teacher of math and inclusive math teaching
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 3 (three) focal students in practicum
purposeful, systematic inquiry into practice through the Study of Teaching due on Monday, May 27, 2013 (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 27, 2013 (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 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.
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.
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.
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)
updated: February 9, 2013