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EDUC 393 Elementary Math Methods & Field Experience Course Syllabus Buena Vista University Mission Statement: We develop students for lifelong success through innovative and imaginative academic and professional preparation. COURSE INFORMATION: Type of Course: Face-to-Face Hybrid Online Course Meeting Time: %Face-to-Face % Online or Online Components: College Credits: Academic Term and Year: Term IV Spring 11/12 Instructor Title and Name: Instructor Contact Information: Instructor BVU e-mail: COURSE RESOURCES: Text(s) Information: Required Optional Title: Elementary and Middle School Mathematics: Teaching Developmentally Author: Van De Walle, Karp, & Bay-Williams Date: 2013 Edition: Eighth Edition Publisher: Pearson ISBN number: 978-0132612265 Additional Resources Needed: An active subscription to LiveText is a requirement for our BVU Teacher Education Program. LiveText accounts can be purchased through the University Book Store or directly from LiveText at www.livetext.com. Students are required to purchase a standard LiveText account with the Field Experience Management (FEM) module. LiveText is a one-time purchase that lasts the duration of your time at the College of Education (up to five years). If you already have an active LiveText account, no repurchase is necessary. For more information, please see the BVU faculty member or your advisor. Also, successful completion and uploading to Live Text of key assignments is required for Teacher Education Program Checkpoints. Failure to submit a key assignment to LiveText may result in failure of the course and an inability to complete TEP Checkpoints. EDUC 393 7.19.12 EDUC 393-Elementary Math Methods & Field Experience (3 credits) Course Description: A study of instructional strategies that promotes elementary students’ development of critical thinking, problem solving, and performance skills in mathematics; a constructivist approach to teaching and learning; teaching strategies that encourage students to think mathematically. This course also addresses classroom management, assessment, and technology within the content area of mathematics. This course includes a minimum of 10 hours of clinical experience promoting the integration of methods and field experience. In both classroom and field experience participants will demonstrate understanding of theory into practice (including understanding of human growth and development, differentiated instruction, and creative thinking). Prerequisite: Acceptance to the Teacher Education Program. Transfer Goal(s): 4-Match instructional strategies and instructional sequence to the content and the individual. (P2.10) (KEY ASSIGNMENT-Course & FE) 3-Plan and implement differentiated learning opportunities which accommodate diverse needs. (P1.7) 3-Use knowledge of student development and content to make learning experiences meaningful in the context of authentic local, national and global issues. (P1.11) 3-Integrate cross-curricular learning including literacy development and a variety of forms of communications for varied purposes and audiences. (P1.12) 3-Establish clear learning goals with essential questions and topic questions. (P1.13) 3-Apply valid and reliable research findings to make instructional decisions. (P3.9) 3-Select and integrate digital and interactive technologies to plan and achieve content learning goals. (P3.10) 3-Create authentic learning tasks in inquiry-based instruction. (P3.11) 3-Apply Student-Centered Classrooms, Teaching for Understanding, Assessment for Learning, Rigor and Relevance, and Teaching for Learner Differences to facilitate learning. (P3.12) 3-Manage the learning environment to actively and equitably engage learners. (P3.15) 3-Evaluate and modify resources and curriculum material to fit the content and learners. (P3.16) 3-Vary his/her role in the instructional process based on the content, purpose of instruction, and needs of learners. (P3.17) 3-Use a variety of self-assessment, learner data, and problem-solving strategies to analyze and improve professional practice. (P4.7) 3-Use formative and summative assessment data and other student data to identify readiness for learning, design and modify short and long-term instructional plans, and implement appropriate accommodations to meet learners’ needs in all areas of development. (P4.9) 3-Align assessments to learning goals and individual differences. (P4.10) 3-Use multiple assessment methods for students to demonstrate progress towards learning goals. (P4.13) Stage 1: Desired Results Understandings BIG IDEAS The students will understand that… Instruction must be intentionally planned and adjusted based on personal reflection and data, while considering students’ varying rates and methods of learning, as well as other learning needs, in order to maximize the achievement of all students. (Course & FE) EDUC 393 7.19.12 Deep mathematics learning requires exploration, discovery, and expression across authentic contexts including various disciplines, local and global issues, and life skills and experiences in order to enhance students’ independent transfer of their understandings to these contexts. Planning with the UbD framework can lead to inquiry-based learning that aligns goals, assessment evidence and learning experiences that prepare students for transferring deep understanding of content/skills to authentic contexts. Prior knowledge and experiences are necessary in order to learn new content and make curricular connections. Content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving so information must be learned as contextual and changing. UNDERSTANDINGS Students will understand that… 3-Teachers are responsible for maximizing the achievement of all students. (P1.12) 3-Students learn at different rates and in different ways. (P1.15) 3-Flexible learning environments that includes exploration, discovery, and expression across content areas enhances student learning. (P1.17) 3-Students build understanding of new content and curricular connections using their prior knowledge and experiences. (P2.14) 3-Deep learning is transferrable into authentic contexts. (P2.15) 3-Content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. (P2.16) 3-The UbD framework is useful for planning and implementation of inquiry-based units. (P3.18) 3-Based on reflection and data, the teacher systematically adjusts instruction to meet learner needs. (P3.20) 3-Deep understanding requires transfer of learning to various disciplines, local and global issues, and life skills/experiences. (P3.21) 3-Effective instruction is thoughtful, purposeful, and intentional. (P3.23) Essential Questions Knowledge & Skill What is Iowa Core mathematics and how is Knowledge it used in planning & instruction? 3-Methods for maximizing learning opportunities for all How can the Characteristics of Effective students. (P1.5) Instruction impact professional practice in 3-Learning progressions and appropriate learning goals mathematics? within the discipline. (P2.4) What does effective instruction look like 3-Lesson plan components & structure. (P3.2) when teaching mathematics? 3-The attributes and implications of Student-Centered How does the UbD planning and Classrooms, Teaching for Understanding, Assessment implementation framework assist in for Learning, Rigor and Relevance, and Teaching for meeting student learning goals? Learner Differences as they apply to learning content. How do we modify and accommodate in (P3.4) order to maximize mathematics learning 3-Differentiated instruction is needed in all learning for all students? plans. (P3.6) What are the benefits and limitations of 3-Methods of accommodation (the how of learning) using technology as part of mathematics and modification (the what of learning) strategies. instruction? (P3.7) What does effective classroom 3-The goals and methods of effective instruction. (P4.2) management look like in the mathematics 3-Multiple methods of formative and summative EDUC 393 7.19.12 classroom? assessment to evaluate and report learner progress How do we use formative and summative towards learning goals. (P4.4) assessment to guide instruction? 3-A variety of methods to provide accommodations and Topical Questions: modifications. (P4.5) What is inquiry and how does it work in 3-Professional and content standards, code of ethics, the elementary mathematics classroom? laws and policies. (P5.1) What does it mean to provide authentic contexts, authentic tasks, and authentic Skills assessments? Write clear learning goals What are the Characteristics of Effective Plan and implement lessons Instruction? Apply research to instructional decisions Select and integrate technology Field Experience (10 hours) Create inquiry-based tasks How do we modify and accommodate in Manage the learning environment order to maximize mathematics learning Analyze and improve practice for all students? Use formative and summative data What does effective instruction look like Align assessments to learning goals and student when teaching mathematics? differences How do we instruct so that students will transfer their learning? Stage 2: Assessment Evidence PERFORMANCE TASK: The key assignment (performance task) is a separate supporting document. THE KEY ASSIGNMENT AND ACCOMPANYING DOCUMENTS CANNOT BE CHANGED. OTHER EVIDENCE: Suggestions for ‘other assessment evidence’ can be found in the Workshop documents in the column labeled ‘Ideas for Assessed Tasks.’ Performance Task Summary Rubric Titles The “KEY ASSIGNMENT for EDCO 393: A rubric titled “RUBRIC FOR EDCO 393 KEY ASSIGNMENT Developing a Lesson Plan based on Interview Creating a Lesson Plan from Formative Interview Assessment Data” is a supporting document Assessment” is a supporting document that will be used to to the syllabus. score the key assignment. Other Evidence, Summarized Stage 3: Learning Activities Alignment with Workshop Topics Readings Ideas for Assessed Tasks Desired Results Workshop 1: Getting Started Ch. 1 -3 P3.2 NCTM, Core, & P5.1 Iowa Core Standards for Math Meaning of Math Teaching thru Problems EDUC 393 7.19.12 Workshop 2: Planning Ch 4-7 Beginning of Lesson Plan P3.2 Problem Solving Assessment for Key Assignment. P4.4 Lessons All learners P4.5 Technology P3.4 P3.6 P3.7 Workshop 3: Number Sense Ch. 8-11 P2.4 Number & Meaning of Operations P1.5 Operation Basic Facts P4.5 Sense Place Value Concepts Workshop 4: Strategies for + - Ch. 12-14 P2.4 Computation Strategies for ? / P1.5 and Patterns Algebraic Thinking P4.5 Workshop 5: Fractions Ch. 15-18 P2.4 Rational Computation P1.5 Numbers Decimals & Percents P4.5 Proportional Reasoning Workshop 6: Measurement Ch, 19-25 P2.4 Spatial Geometry P1.5 Reasoning Data Analysis P4.5 Probability & Numbers COURSE POLICIES: Make up Policies: Attendance/Tardiness: Class Participation: Grading Policies: It is generally advisable to have no more than 10% of the grade based solely on attendance. Class participation can make up a greater percentage of the grade. The grading procedure for the Field Experience component follows a Pass/Fail system. In order to earn a Pass, students must complete the following: 1. Submit all required Classroom Visit Logs (EDUC 393 FE Handbook pg 3 & 4) 2. Fulfill the time requirements of a minimum of 10 hours in the classroom. 3. Complete the EDUC 393 Math Methods & Field Experience Log Sheet (EDUC 393 FE Handbook pg. 6) 4. Receive a favorable evaluation from the cooperating teacher(s) using the Cooperating Teacher Evaluation form (EDUC 393 FE Handbook pg. 7) 5. Return a copy of the Cooperating Teacher Lesson Feedback form to their EDUC 393 instructor. (EDUC 393 FE Handbook pg. 5) If a student fails to meet all requirements of the Field Experience, the student will fail the course. Final Grade: (This grading scale is set by the BVU School of Education and cannot be changed) 93% A 90% A- 87% B+ 83% B 80% B- 77%. C+ 73% C 70% C- EDUC 393 7.19.12 60% D Below 60% F 70% Pass Late work will be accepted at the description of the instructor, and if accepted, a point penalty may apply. KEY ASSIGNMENT: The Key Assignment for this course is 20% of the final grade. ACADEMIC HONESTY: Buena Vista University believes that personal integrity and academic honesty are fundamental to scholarship. We strive to create an environment where the dignity of each person is recognized and an atmosphere of mutual trust exists between instructors and students. Accordingly, honesty in all academic matters is expected from all students. Actions contrary to academic integrity will not be tolerated. Any attempt to cheat, misrepresent someone else’s work as one’s own, receive credit for work one did not do, obtain an unfair advantage over other students, or aid another student to do the above will be considered a breach of academic integrity. The faculty have confidence in the integrity of students and encourage students to exercise good judgment in fulfilling this responsibility. Activities that have the effect or intention of interfering with learning or fair evaluation of a student’s work or performance are considered a breach of academic integrity. For complete information regarding the Academic Honesty, please refer to the current academic catalog. ACCOMMODATIONS: Buena Vista University provides reasonable accommodations through an organized process. Students desiring accommodations must follow the University's process. Forms are available at: http://www.bvu.edu/departments/academicaffairs/cae/studentaccommodations sl.asp . Please contact your Site Director or Donna Musel, Director of the Center for Academic Excellence (CAE), to begin this process. ADDITIONAL CONSIDERATIONS: Tutoring Services: As a BVU student, you have free access to SMARTHINKING online tutoring services. You are strongly encouraged to use this service to improve your academic skills. You can submit things electronically or set up a time to meet with one of the tutors. To begin using SMARTHINKING, simply go to the ANGEL Home page, at the top of the third column, click the Go To SMARTHINKING button. BVU Support Desk: Web Form: BVU Support Desk — Any BVU-related question is fair game – from login issues to financial aid questions. You will be notified of progress in resolving the incident via email to your BVU GroupWise account. Log in to the BVU Support Desk using the same username and password as for ANGEL. 2FIX — Contact the 2FIX Help Desk for technical help. Hours: Monday-Friday 7 AM to 11 PM (CST), Saturday-Sunday 3 PM to 11 PM Phone: 1-712-749-2FIX (2349) Toll Free: 1-800-248-4462 Email: firstname.lastname@example.org Web Form: BVU Support Desk Website: http://2fix.bvu.edu Severe Weather Policy: Check the BVU website for any site cancellations due to weather. Fire, Tornado, & Other Emergency Procedures: Follow the Emergency Procedures of the Community College on which you are located. EDUC 393 7.19.12 TEACH Act: Many of the materials posted to this course site are protected by copyright law. These materials are only for the use of students enrolled in this course and only for the purposes of this course. They may not be further retained or disseminated. BVU's copyright policy is located at: http://www2.bvu.edu/academics/copyright/ EDUC 393 7.19.12