Ohio Board of Regents ls program Review and Development 30 East Broad St., 36 Fl 



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Dispositions Objective


The pre-service teacher will:

    1. Realize the professional teacher seeks to keep abreast to new ideas and understanding in the field of mathematics.

    2. Have enthusiasm for mathematics teaching and see connections to everyday life.

    3. Appreciate individual differences, show respect for diverse talents of all learns, and is committed to helping them develop self-confidence.

    4. Believe that all children can learn at high levels and persist in helping all children achieve success.

    5. Make plans open to adjustment and revision based on student needs and changing circumstances.

    6. Recognize a responsibility to serve as a positive adult role model.



  1. Performance Objectives:

The pre-service teacher will:

    1. Create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry across several subject areas.

    2. Identify and design instruction appropriate to student’s stages of development, learning styles, strengths, and needs.

    3. Use multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources.

    4. Know how to ask questions and stimulate discussion in different ways for particular purposes.

    5. Maintain appropriate records of student work and performance and will communicate student progress knowledgeably and responsibly, based on appropriate indicators, to the students, parents and other colleagues.

    6. Realize, and be able to exercise, the need for developmental appropriate activities to reinforce learning and understanding.

    7. Become proficient in the mathematics curriculum, instruction strategies, and resources for early childhood mathematics.

III. Course Outline

  1. The Challenge of Teaching

    1. Nations Report Card

    2. TIMMS

    3. NCTM

  2. Long and Short Range Planning

  3. Role of Problem Solving

  1. Assessment in mathematics

    1. the role of Assessment

    2. Principles of Assessment Practices

  2. the Mathematics Curriculum

    1. Curriculum Models

    2. Implementing a Course of Study

  3. Teaching mathematics

    1. Planning for Instruction

    2. Teaching Tools and Strategy

    3. Teaching specific content

G. Enrichment Units for Secondary School Classroom

  1. Links to the Conceptual Framework:

To achieve the goals of the class, we will also follow the 2000 Principles and Standards for School Mathematics, which emphasizes: “Prospective teachers must be taught in a manner similar to how they are to teach – by exploring, conjecturing, communicating, reasoning, and so forth. … All teachers need an understanding of both historical development and current applications of mathematics. Furthermore, they should be familiar with the power of technology.”

  • Be able to select and direct activities that will accommodate the student’s capabilities to form, interpret, and apply mathematics.

  • Relate the mathematical concepts to the Benchmarks from the Ohio State Academic Content Standards.

To help accomplish this goal and prepare the student for mathematical methods this course will teach:



  • Toward logic and mathematical evidence – away from the teacher as the sole authority.

  • Toward mathematical reasoning – away from memorization.

  • Toward conjecturing, inventing and problem solving – away from mechanics in answer finding.

  • Toward connecting mathematics, its ideas and applications – away from treating mathematics as a body of isolated concepts and procedures.

  • Conceptual understanding will be accomplished through applications, real life situations, essay answers as well as drill exercises.

  • Problem solving is designed to relate the lessons earlier taught with what will later be applied.

  • Written assignments will aid the teacher in their mathematical communications.

6. Commitment to Diversity:

  • Be able to select and direct activities that will accommodate the student’s capabilities to form, interpret and apply mathematics.

  • Understand the student differences and needs in the classroom while desiring the most from all students.

  • Use their mathematics knowledge to approach individual learning styles and varied needs.

  • Apply the mathematical content knowledge to make decisions in creating a productive learning environment.


7. Commitment to Technology: Apply technology (calculators, computers, software, media, etc.) to develop major mathematical concepts and enhance problem-solving activities

8. Commitment to Reflection: The student will achieve a deep understanding of math methods and content throughout this course.

“For it is through the knowledge of the content to be taught that the teacher obtains a sense of what needs to be done and how to sequence the topics and ideas of the lesson for all learners.”



9. Lake Erie College Education Division Assessment Data Collected in this Course: (restriction applies). This section applies only to courses in which assessments and data collection are required to meet requirements for ODE or national accreditation approval. The following activities may be used for assessment and data collection:

10. Course Expectations

Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent).

If you miss a class, you must notify me at 375-7377 or e-mail bclifford@lec.edu as soon as possible. Three excused absences are permitted per semester. (This includes sickness, death of immediate family, or other reasons approved by the administration/instructor). Each unexcused absence will result in a loss of 10 points from your attendance/participation grade.


Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.

It is the responsibility of students with disabilities to see available assistance at the College and to make there needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.


Late Work: 5 points will be deducted for every day late on a major assignment.

Tests – Students are to attend every scheduled test. Test dates are generally made known to you well in advance. If you have an unexcused absence, you may not make up the test and your grade will be a zero.

Extensions – There are times when unexpected events may appear in your life. If an event should occur, please see me personally. Each case will be considered individually. Do not ask for an extension on the day an assignment is due


Grading Scale:

96-100

A

73-79

C

94-95

A-

70-72

C-

90-93

B+

67-69

D+

87-89

B

63-66

D

84-86

B-

60-62

D-

80-83

C+

Below 60

F

Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.

Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes.

A. Weekly assignments:

    1. Learning Log. 40 points is relatively short written assignments (1-2 pages) intended to think about key issues related to teaching and learning mathematics that arise for readings and classroom activities. These will be assigned at the end of one class and due at the beginning of the second class from the assignment.

Periodical summaries. After some of the chapter readings, periodical readings will be assigned. Discussion will be part of class participation.

    1. Discussion of National, State and Local test results. 30 points

Will be discussed at a later date.

  1. Methods/Resource Projects. 10 points per set : 100 points

  2. Field Experience Research. Further information in week two.

    1. Assessing problem solving strategies. 75 points. Two problem-solving strategies will be assigned. This will be related to field experience. Further information during the unit on assessment.

    2. Fairy Tale Story Problems: 75 points. Write 5 story problems pertaining to a story (book). Each problem must be from a different grade and different content area.

    3. Math in Literature, Power Point: 25 points

  3. Semester Assignments

  1. Unit Plan... (75 points) There are five content areas in the Ohio Standards. Create a unit plan for three, with a different grade being used for each plan. One of the unit plans will incorporate another field of study ( Language arts, science, social studies, languages, fine arts). Compare the methods, readability and activities in each.

2. Meeting the Ohio Content Standards. (25 points) You are to refer to Ohio Academic Content Standards, k – 12 Mathematics and identify the benchmarks associated with the areas and grade level you had chosen in the unit plan.

3. Mini-Lessons (as scheduled) 30/40 points Two, twenty minute lessons, to demonstrate your competency in the learning outcomes from the Ohio and NCTM standards, You will have prepared a proper lesson plan, (following the Lesson Plan Format), provide handouts, etc. Once you have decided the concept you would like to teach, seek approval in advance, so that not everyone will teach the same content. Instructor has the privilege of choosing the content and/or grade level. The two lessons must be over different grades and topics.



Tests: Cumulative

Midterm Exam: 100 points


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