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									                                  EDUCATION 3700

     Applied Principles of Curriculum and Instruction for Non-Majors: Mathematics
                     Tuesday/Thursday 1:00-3:50 p.m. Rm: TH373
                                    Course Outline
                                 Summer 1, 2010: Section B

Instructor:   Dr. Alyson Worrall                   Office: TH270
Phone:        329 2557                             Email: alyson.worrall@uleth.ca
Office Hours: Thursdays 10:00 am-12:00 pm. Other times as arranged

CALENDAR DESCRIPTION:
Relationship of objectives, content, teaching strategies and evaluation in a subject area.

COURSE DESCRIPTION:
Education 3700 is a curriculum and instruction course designed for students with a minor
in mathematics or other students interested in varied instructional approaches in
mathematics education. The focus of this course will be on content, instruction methods,
and evaluation suitable for the K—9 Alberta Mathematics Curriculum, 2007. Division IV
(10-12) Mathematics will also be addressed.

RELEVANT KSAs:
Holders of interim certification understand:
#4— the subject discipline they teach;
#6— how to translate curriculum and desired outcomes into reasoned, meaningful, and
     incrementally progressive learning opportunities for students;
#9— that there are many approaches to teaching and learning. They know a broad
     range of instructional strategies appropriate to their areas of specialization and
     the subject discipline they teach;
#16— the importance of guiding their actions with a personal, overall vision of the
     purpose of teaching.

REFERENCES AND RESOURCES:
There is no prescribed textbook for this course. There are, however, a number of journals
available either online or in the library with which it is recommended that students
become familiar:
 Mathematics Teacher
 Arithmetic Teacher
 Journal for Research in Mathematics Education
 OAME Gazette (journal of the Ontario Association for Mathematics Education)
 delta-K (journal of the Mathematics Council of the Alberta Teachers’ Association)
 Teaching Children Mathematics
In addition, the Alberta Mathematics Kindergarten to Grade 9 Program of Study with
Achievement Indicators (2007) is available in the Curriculum Laboratory and online at
http://education.alberta.ca/teachers/core/math/programs.aspx

Ed 3700B – Summer 1 2010                                                          Page 1 of 10
Instructor: Dr. Alyson Worrall
COURSE STRANDS:
I Alberta Mathematics Curriculum
In this strand, students will become familiar with the learning outcomes and mathematics
content contained in the programs of study for Mathematics K–9 and Senior High School
Mathematics (10–12) as mandated by Alberta Education.

II Instructional Methods and Assessment
In this strand, students will learn how to implement the use of manipulative materials in
the mathematics classroom, to incorporate appropriate technology in the teaching and
learning of mathematics, to use a variety of student-centred instructional methods, and to
create assessment tools for mathematics.

III Planning for Instruction
In this strand, students will learn how to develop specific lesson plans for the instruction
of mathematics.

ASSIGNMENTS AND EVALUATION:

ASSIGNMENT                           WEIGHTING                    DUE DATES
1. Annotated Weblist                    10%                       May 20
2. Student Journals (3@5%)              15%                       May 18; June 1; June 15
3. Lesson Plans                         30%                       June 3
4. Program of Study Paper               25%                       June 10
5. Children’s Literature Paper/Carousel 20%                       June 15 or 17

1. ANNOTATED WEBLIST (10%): Each student will identify two substantial
   websites suitable for use in mathematics classrooms. The sites chosen should be for
   use by students and not merely resource sites for teacher use. For each website so
   identified, the student will provide the URL for the site, the names of the author(s)
   and/or organization(s) responsible for the site, and the grade level(s) for which the site
   is suitable. In addition, the student will write a critique of each site which would help
   other teachers, looking for web resources to incorporate into their lessons, make the
   decision about using the site or not. The critique should, at the minimum, include a
   description of the contents of the site, the strands from the Alberta Mathematics
   Curriculum that are addressed in the site, and how the site could be incorporated into
   instruction. A rationale for why this site should be used must also be included. The
   critique for each site, which should not exceed two pages, should be word-processed
   and in paragraph form with complete sentences, correct spelling and grammar. Each
   critique is worth 5 marks for a total of 10 marks for this assignment.




Ed 3700B – Summer 1 2010                                                          Page 2 of 10
Instructor: Dr. Alyson Worrall
2. STUDENT JOURNALS (15%): Each student is responsible for keeping a journal
   during the course. The journal will be collected and evaluated three times during the
   course according to the due dates listed. Each journal evaluation is worth 5 marks.
   Journals are to include reflections on course readings and responses to journal stems
   given by the instructor. All journals are to be word processed and written in paragraph
   form using correct spelling and grammar.

3. LESSON PLANS (30%): Each student will create one completely developed lesson
   plan in each of the following grade groupings: K—Gr. 3; Gr. 4—Gr. 6; Gr. 7—Gr. 9.
   Each grade grouping must be represented. The lesson plan should be in the format
   discussed in class. If a student deviates from this format, a written explanation of the
   purpose of the deviation should accompany the lesson plan. Lesson plans should
   demonstrate a range of teaching strategies and assessment methods suitable for the
   grade level and the learning objective(s) addressed. Modifications for a student who is
   paraplegic (confined to a wheelchair but who has use of her/his upper body) and who
   is working at grade level should be included in the lesson plan. Each individual lesson
   plan is worth 8 marks with the remaining 6 marks reserved for a consideration of the
   overall package of plans.

4. PROGRAM OF STUDY PAPER (25%): Each student will be assigned one of the
   following substrands from the Alberta Mathematics Curriculum K—9 Program of
   Study:
    Number Sense;
    Patterns;
    Variables & Equations;
    Measurement;
    3-D Objects and 2-D Shapes;
    Transformations;
    Data Analysis;
    Chance & Uncertainty.
   For the strand assigned, the student will write a short paper, no more than eight and no
   fewer than four pages with a font no smaller than 12 points, that includes answers to
   the following questions:
   a) What is the focus of this strand in the curriculum? What is it that students should
       be able to take away from their years of experience within this strand?
   b) In general terms, what is new at each grade level in this strand? This should go up
       to grade 9 or the grade at which there are no longer specific outcomes for the
       strand. How are the topics changed and extended through the years?
   c) In your opinion, what special materials, if any, would enhance the delivery of this
       curriculum? Consider some of the following: manipulatives, calculators,
       computers, etc.
   All papers should be written in paragraph form with correct spelling and grammar.




Ed 3700B – Summer 1 2010                                                        Page 3 of 10
Instructor: Dr. Alyson Worrall
5. CHILDREN’S LITERATURE PAPER/CAROUSEL (20%): Each student will
   design a mathematics instructional activity that is based on a book written for children.
   The idea of this activity is that after the book has been read to the children, there
   would be a game, problem, application or other exploration which would use the story
   theme as a context for the activity. Students should avoid, if possible, counting books.
   The assignment consists of two parts.
   Part I: (15%) In a three (maximum) page paper, written in paragraph form with correct
   spelling and grammar, the student will:
          provide the bibliographic information for the book;
          describe the story line of the book (not to exceed one page);
          describe the activity which is based on this story line including the
            mathematical concept (objective) being addressed and materials required; and
          provide a brief rationale of what the literature context contributes to the quality
            of the activity.
         Students will hand this written portion of the assignment in on the day of their
         presentation to the class.
   Part II: (5%) The student will set up a station at which s/he will explain the activity to
         other class members and how the use of the children’s book enhances the
         activity.




Ed 3700B – Summer 1 2010                                                          Page 4 of 10
Instructor: Dr. Alyson Worrall
LATE ASSIGNMENTS:
All assignments are due on the date stated at the beginning of class. It is the student’s
responsibility to submit assignments on time or to make arrangements with the instructor
in advance of the due date for consideration for a late submission. The student may not
ask for such consideration at any time on the assignment due date. The instructor reserves
the right not to grant such consideration and also reserves the right not to accept for
marking and to assign a grade of 0 to any assignment submitted past the due date or the
negotiated due date.


FINAL GRADING:
The grading for this course is based on the University of Lethbridge letter grades
reproduced below:

    Letter       Numerical       Grade    Letter   Numerical    Grade
    Grade        Mark            Point    Grade    Mark         Point
                 Range                             Range
    A+           96-100          4.0      C+       67-70        2.3
    A            90-95           4.0      C        63-66        2.0
    A-           86-89           3.7      C-       60-62        1.7
    B+           81-85           3.3      D+       57-59        1.3
    B            76-80           3.0      D        53-56        1.0
    B-           71-75           2.7      F        <53          0

Students are reminded that they are required to present a cumulative GPA of 2.50 in their
teaching major and a cumulative GPA of 2.50 or higher in all courses taken after
admission to the Faculty of Education. University of Lethbridge Calendar: Part 8:
Policies and Regulations 6b:1.


I hear and I forget;

                 I see and I remember;

                                       I do and I understand.

                                                        Confucius (551 BC-479 BC)




Ed 3700B – Summer 1 2010                                                       Page 5 of 10
Instructor: Dr. Alyson Worrall
TERM SCHEDULE:
The following schedule is subject to alteration. Due dates, however, are not.

Class            Date                 Topic
  1              May 11               Getting Oriented/Overview of Alberta Mathematics
                                      Curriculum/ Lesson Planning and Assessment in
                                      Mathematics/Provincial Achievement Testing

   2             May 13               Literature in the Math Classroom

   3             May 18               Key Topics in Div. I (Journal #1 Due)

   4             May 20               Key Topics in Div. II (Annotated WebList Due)

   5             May 25               Key Topics in Div. III

   6             May 27               Key Topics in Div. IV

   7             June 1               Student-Centred Learning in the Math Classroom
                                      (Journal #2 Due)

   8             June 3               Student-Centred Learning in the Math Classroom
                                      (Lesson Plans Due)

   9             June 8               Problem Solving

  10             June 10              Alternative Assessments in Mathematics (Program
                                      of Studies Paper Due)

  11             June 15              Children’s Lit. Carousel (Journal #3 Due)

  12             June 17              Children’s Lit. Carousel

  13             June 22              Remediation and Enrichment/Course Summary




Ed 3700B – Summer 1 2010                                                          Page 6 of 10
Instructor: Dr. Alyson Worrall
EVALUATION CRITERIA FOR ASSIGNMENTS:

RUBRIC FOR STUDENT JOURNAL

                                        2                         1                             0
     Key Ideas             Student is able to          Student is able to           Student is unable to
                           articulate/identify the     articulate/identify the      articulate/identify the
                           key ideas in all articles   key ideas in most of the     key ideas in the articles
                           assigned.                   articles assigned.           assigned.
     Reflection            Shows thoughtful            Shows consideration of       Is merely a restatement
                           consideration of key        key ideas with a limited     of key ideas and shows
                           ideas and a thorough        understanding of the         no understanding of the
                           understanding of the        issues involved.             issues involved.
                           issues involved.
Spelling/Grammar                                       Entries are free of          Entries contain spelling
                             ***************           spelling and/or              and/or grammatical
                                                       grammatical errors.          errors.

RATING SCALE FOR ANNOTATED WEBSITE LIST

Does the critique                 Fully                     Partly                Rarely, if ever
                                   2                          1                         0
                            #1              #2         #1            #2            #1         #2
1. include the key
information
identifying the site and
the grade levels for
which it is suitable?
2. include a
description of the
contents of the site?
3. identify the strands
in the Alberta
Curriculum addressed
by this site?
4. include a
description of a
specific instructional
use of this site?
5. contain a rationale
for using this site
which would assist a
teacher to decide
whether or not to use
this site in the
classroom?

Checklist Total / 2 = _______




Ed 3700B – Summer 1 2010                                                                         Page 7 of 10
Instructor: Dr. Alyson Worrall
RATING SCALES FOR LESSON PLANS
Individual Lesson Plan
Does the               Fully    Partly             Rarely, if ever
individual               2        1                      0
lesson plan       #1 #2 #3   #1 #2     #3         #1 #2        #3
1. have teaching
strategies suitable
for the intended
grade?
2. have activities
suitable for the
intended grade?
3. have a clear
assessment strategy
to determine if
learning has
occurred?
4. include
appropriate
modifications for
the paraplegic
student?
Overall Lesson Plans:
Do the three                     Fully   Partly   Rarely, if ever
lesson plans                      2        1            0
1. demonstrate a range
of teaching strategies?
2. demonstrate a range
of assessment
strategies?
3. conform to the
format discussed in
class?

ASSIGNMENT TOTAL:________/ 30




Ed 3700B – Summer 1 2010                                             Page 8 of 10
Instructor: Dr. Alyson Worrall
RATING SCALES FOR PROGRAM OF STUDY PAPER

STRAND FOCUS 3 Marks
The paper describes the focus of the strand in such a way as to make clear to the reader
what students should be able to take away from their years of experience with this strand.

0            1            2           3
|____________|____________|___________|
Not at all                       Completely

IDENTIFICATION OF NEW OUTCOMES 4 Marks
The paper traces what new outcomes are introduced at each grade level in this strand in
such a way as to make clear to the reader the general changes from one grade level to the
next.

0            1            2           3            4
|____________|____________|___________|____________|
Not at all                                     Completely

IDENTIFICATION OF SPECIFIC CHANGES IN OUTCOMES 10 Marks
The paper contains a description of the way in which specific outcomes, which appear in
more than one grade level, change in complexity and/or are extended as the grade level
increases.

0       1     2     3     4      5      6      7     8      9     10
|______|______|_____|______|______|_____|______|_____|______|______|
Not at all                                                      Completely

MATERIALS 5 Marks
The paper describes materials such as, but not limited to, manipulatives and technology
which may enhance the delivery of specific outcomes within the strand.

0            1            2           3            4           5
|____________|____________|___________|____________|___________|
Not at all                                                  Completely

FORMAT 3 Marks
The paper is written in paragraph form and meets the requirements for length and font. It
is also free of spelling and grammatical errors.

0            1            2           3
|____________|____________|___________|
Not at all                       Completely

Assignment Total:________/25


Ed 3700B – Summer 1 2010                                                        Page 9 of 10
Instructor: Dr. Alyson Worrall
RATING SCALES FOR CHILDREN’S LITERATURE ASSIGNMENT
Part I (15)
Does the written                 Fully   Partly   Rarely, if ever
portion of the                    3        2            1
assignment
1. include the
necessary
bibliographic
information?
2. include a
comprehensive
description of the story
line for the book?
3. include a detailed
description of the
activity based on the
book in which the
learning outcome(s)
addressed and
necessary materials are
identified?
4. include a detailed
rationale of how the
use of this book
contributes to the
quality of instruction?
5. conform to the
format required and
contain no spelling or
grammatical errors?
Part II (5)
Does the student                 Fully   Partly   Rarely, if ever
present the story and             2        1            0
related activity in a
way
1. that is interesting
and creative?
2. that makes a clear
connection between
the two?
Is the presentation              Yes      No
consistent with the               1        0
written portion of the
assignment?

Assignment Total_____________/20




Ed 3700B – Summer 1 2010                                      Page 10 of 10
Instructor: Dr. Alyson Worrall

								
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