GRED 608 – Spring 2008                                           Instructor: Donna Kennedy

Class Time:  TTh 9:20-10:50                                      Office:             Satterlee Hall  216A

Classroom:   Satterlee 301                                         Office Hours:   Tues 2:00 – 4:00 p.m.

Phone:          315-244-0073                                                           or by appointment

E-mail:        kenneddh@potsdam.edu                                                  

                                                                                                                  

GRED 608 Advanced Secondary Mathematics Education

 

Advanced Secondary Mathematics Education is a course designed to prepare students to teach mathematical concepts and skills in grades 7-12.  The course is aimed at developing knowledge of creating units for middle and secondary school (grades 7-12) mathematics instruction.  Drawing on recent research and the NCTM and New York State standards, student will learn how to help students in middle and secondary schools develop their mathematics skills and abilities through understanding and practice. A particular focus of this course will be on unit writing, teaching strategies, classroom management and assessment.  They will learn to develop lessons that meet the New York State Learning Standards for Mathematics, address the needs of diverse learners, and make appropriate use of technology. 

 

SUNY Potsdam Education Unit Conceptual Framework

A Tradition of Excellence: Preparing Creative and Reflective Practitioners

 

This course supports the SUNY Potsdam Education Conceptual Framework in several ways.  First, through experiences provided in this course students will continue to develop as "Well-Educated Citizens" by modeling the skills, attitudes and values of inquiry appropriate for a mathematics teacher and by using technology appropriately.  They will continue to develop as "Reflective Practitioners" by modeling inquiry, practice and reflection in their field experiences and journals; effectively using research-based models of curriculum, instruction, and assessment as they plan for instruction; create and teach lessons that meet the diverse learning needs of students; identify state learning standards that are related to their lessons; develop lessons that incorporate the appropriate use of technology; and develop lessons that promote inquiry, critical thinking, and problem solving. 

 

Objectives

Students will:

 

Texts and Materials

 

LouAnne Johnson (2005) Teaching Outside the Box, How to Grab Your Students by the Brains, Josey-Bass.

 

National Council of Teachers of Mathematics (2000) Principles and Standards for School Mathematics,

Reston, VA: NCTM.  (Also available at www.standards.nctm.org)

 

New York State Math/Science/Technology Standards (2008) www.nysed.gov

 

Class handouts

 

Recommended: Student membership in AMTNYS and NCTM.

 

Evaluation:

Class Performance                                                              20%

Class Assignments                                                               20%

Micro-teaching                                                                    20%

Formal Unit                                                                          40%

      Total                                                                              100%

                                 

Each of the above is described below.

 

Class Performance

 

          All students are expected to attend and participate in class.  You will be evaluated based on your willingness to participate in activities and discussions and your ability to ask questions that represent thoughtful reflection on the material presented and the readings.  Good teachers must also be good colleagues.  Thus you will also be assessed on how well you work with others.  Are you respectful of the ideas of others?  Are you a responsible team member?  Note: You cannot participate if you are not in class.

 

Text Box: Attendance Policy: Classes are held for your benefit. If attending class weren’t important, all courses would be by correspondence. During class we will work in groups, go over theory and practice, and discuss all aspects of each lesson.  It often helps to have a new concept explained in several different ways: the notes, the readings and the discussion are different ways that are readily available. Information about due dates, projects and exams will be given out in class. As instructors, we note a definite correlation between grades and class attendance. Try to avoid missing classes. Each missed unexcused class will result in a reduction of the final grade by .25.

Class performance rubric (out of 10 points):

 

9-10    Missed no more than one class.  Was always prepared for class.  Contributed in a positive manner to class discussions on a regular basis.  Enthusiastically participated in class activities.  Was respectful of the ideas of others.  Encouraged others to participate.

7-8      Missed no more than two classes.  Was always prepared for class. Contributed in a positive manner to class discussions on a regular basis.  Enthusiastically participated in class activities.  Was respectful of the ideas of others.  Encouraged others to participate.

5-6        Missed no more than three classes.  Was usually prepared for class.  Made some contribution to class discussions on a regular basis.  Participated in class activities.  Was respectful of the ideas of others.

0-4      Missed more than three classes.  Was seldom prepared for class.  Did not contribute to class discussion or contributions were negative and/or disruptive.  Took little or no interest in class activities.  Was disrespectful of others.

 

Conceptual Framework Alignment: professional behavior, works well with others, takes responsibility for ones own actions.

 

Assignments

 

          A number of assignments will be given during the semester, including the design/improvement of a classroom management plan.  Assignments will demonstrate that GRED 608 students are able to think clearly about school mathematics and methods of teaching the mathematics.  Knowledge of school mathematics content will also be applied.

 

            Students will write a Classroom Management Plan that will address ones conclusions related to a number of aspects of classroom practice, such as a seating plan, homework system, classroom rules, and attendance policy.  Your classroom management plan will be presented to the class.

 

            Reflections on personal growth related to philosophy of teaching mathematics and changes in pedagogical approaches to teaching mathematics are especially encouraged.

 

Conceptual Framework Alignment: critically analyzes and solves problems, meets the diverse learning needs of all students, demonstrates knowledge of state standards, promotes inquiry, critical thinking and problem solving, effectively uses instructional technology, effectively uses research-based models of instruction and assessment, and models inquiry and reflection and develops as reflective practitioners.

 

Micro-teaching

 

       Students will be asked to plan and micro-teach a portion of a mathematics lesson to the class.  Such an assignment demonstrates the ability to develop a unit/lesson that meets the NYS Learning standards, uses appropriate materials and/or technology, plans for working with diverse students, and researches and uses a variety of resources.  A specific rubric will be given for the microteaching assignment.  More detail about this assignment will be provided as the time approaches.

 

Conceptual Framework Alignment: critically analyzes and solves problems, meets the diverse learning needs of all students, demonstrates knowledge of state standards, promotes inquiry, critical thinking and problem solving, effectively uses instructional technology, and effectively uses research-based models of instruction and assessment.

 

Formal Unit

 

       A written description of the unit that contains complete information for all of the categories listed in the outline, ready to publish. This is a complete unit, entirely edited and ready for use in the classroom.  It should start with the Learning Unit outline, followed by all the daily lesson plans, handouts, assessments, rubrics, etc. that should be used in teaching the unit. A few samples of exemplary student work should be included (or created.)  All parts, except student work samples and perhaps some minor quizzes, etc., should be “ready to publish”.

      

Conceptual Framework Alignment: critically analyzes and solves problems, meets the diverse learning needs of all students, demonstrates knowledge of state standards, promotes inquiry, critical thinking and problem solving, effectively uses instructional technology, and effectively uses research-based models of instruction and assessment. Critically analyzes and solves problems, promotes inquiry, critical thinking and problem solving, and develops as reflective practitioners. Models inquiry, practice and reflection, behaves in a professional manner, works well with others, takes responsibility for ones own actions, recognizes and respects ones on diversity and the diversity of others and fosters positive relationships with P-12 students, teachers and other school personnel.

 

 

 


 

Month

Day

Topic/Activity

Readings

Assignments

 

 

TOB = Teaching Outside the Box

 

FDS = First Days of School

 

NYED= New York State Education Website

Jan

22

Introduction to the course

Review Course Syllabi

 

 

 

29

Graphic Organizers

Read TOB Chapters 1, 2

Create a Graphic Organizer (GO) for Each Chapter

Feb

5

Preparation, Preparation, Preparation

Learning Units, Lessons Plans

Read TOB Chapter 3

LU Handout

Create a GO for Chapter 3

 

 

12

First week of Class

First days of School

Assignment Sheets

Read TOB Chapter 4

A Handout

Create a GO for Chapter 4

 

26

Discipline is not a Dirty Word

Discipline_Policies 

Read TOB Chapter 5

Create a GO for Chapter 5

Mar

4

Motivation and Morale Boosters

Read TOB Chapter 6

Create a GO for Chapter 6

 

 

11

The Three R’s

Read TOB Chapter 7

Create a GO for Chapter 7

 

18

Teacher Talk

Read TOB Chapter 8

Create a GO for Chapter 8

April

 

1

 

Yo! Miss J!

Read TOB Chapter 9

Create a GO for Chapter 9

 

 

8

 

Time and Energy Savers

Read TOB Chapter 10

Create a GO for Chapter 10

 

15

 

Twenty Years from Now

Read TOB Chapter 11

Create a GO for Chapter 11

 

22

 

Strategies for Teaching and Learning

Title3.org

 

Read Strategies Handout

Create three activities that utilizes different Strategies

NYSED Website for Unit Plans

Go to title3.org Read through a few math units.

 

29

 

The Golden Unit (GU) Declarative and Procedural Knowledge

 

Read Unit Handout Read DP Handout

 

Develop your unit plan.

State what DP Knowledge you plan on using in your GU.

May

2

 

Acquiring and Integrating Knowledge

Extending and Refining Knowledge

Read AI Handout

Read ER Handout

State what AI and ER strategies you will use in your GU.

 

6

 

Meaningful Use Tasks

Assessments

Read MUT and Assessments Handouts

Work on completing your unit.

 

13

Final Formal Unit Due