schedule 4090sp13

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Spring 2013 Approximate Class Schedule for Math 4090Class Schedule for Math 4090 Spring201

THIS SCHEDULE IS SUBJECT TO CHANGE please keep informed through class website

Week 1 due 1/6:

1. Read Chapter 1, pages 1-14 (up to ``Teaching Loads and Other Responsibilities". Don't skip the details.2. Complete Activity 1.1 But lets keep up with the times yours will be an electronic portfolio. You will

create a website that will house it. You have many options, and some are: https://sites.google.com/,

http://www.weebly.com/, https://www.tumblr.com/, http://wordpress.org/, or any other that you may be

more familiar with. Each of these platforms is really easy to use, and contains a brief introduction to

creating your website. In addition to the required categories from the text, include one called Reading

Journal in which you will include responses to all the prompts listed below. Make sure that you organize

this page so that the comments from readers are possible we will provide feedback on your work or

engage in discussion when appropriate. A blog may be most appropriate for this part of your portfolio.

3. Get to know the website: https://sites.google.com/site/math40905sp13and fill out the survey.4. Respond to the following prompts (in your own words, of course):

a. Recall Casey Rudd. Of Casey's list of classes that he has taken, which have you had and nothad? What are his worries about being a teacher? How are his worries similar and different from

your own worries?

b. Recall the first category of Casey's working portfolio (Cognition, Instructional Strategies, andPlanning). Give a short sentence describing what each subcategory means.

c. Recall the 7th category of Casey's working portfolio (Historical Foundation). List a historicalanecdote that you think is important to include in your mathematics teaching. Explain how you

might integrate it into a lesson.

d. Write down the nine questions that describe what school administrators are looking for duringtheir interview with you (pp. 8-9). Of these nine questions, pick one of them that you think may

be most difficult for you. Explain why you think this will be challenging and what you can do

between now and your first teaching interview to prepare yourself.

Tuesday, January 8

Introduction to the course

Beginning the mathematics teaching profession (Ch. 1)

Thursday, January 10

The Utah Core Curriculum for Secondary Mathematics

Week 2 -- due 1/13:

1. Complete reading of Chapter 1, then respond to the following prompts (in your own words, of course).2. What was the point of Casey Rudd sharing his interaction with Irene? What was he communicating to his

colleagues?

3. Summarize Vanessa's advice regarding Don's advice to Casey. What does teaching the ``right" way meanto you?

4. You may skip Activities 1.2, 1.3, and 1.4, but be sure to read the instructions so you know what we'remissing.

5. Why is your classroom's physical arrangement (e.g., desks, etc) so important? Be specific and thorough.6. What are the three varieties of paperwork described in the text? Which do you think teachers least

expect? What does Casey Rudd create to help him manage it?

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7. What does Casey Rudd do to immediately foster a business-like atmosphere on the first day of hisclasses? What are some benefits (later in the year) of having established that atmosphere initially? (Your

text lists four, so you should include at least that many.)

8. What is ``withitness"?9. Study Exhibit 1.13. As a teacher, what is your favorite question on the tasksheet and why? Why do you

suppose Casey Rudd chose to include that question?

10. Study Exhibit 1.15. Why do you suppose Mr. Rudd included so many ``same and different" questions onthis Geometry tasksheet? (i.e, how does the tasksheet foreshadow Geometry?)

11. In Case 1.12, Ms. Brown shares some fantastic insights with Mr. Rudd. Describe three of them, explainingwhat you found to be particularly fantastic.

12. What are the differences between assertive, passive, and hostile communication? With whom shouldteachers be assertive? Passive? Hostile? [assignment continues on next page]

13. Compare Mr. Rudd's first and second interactions with Ms. Bomgars. How was one assertive and the othernot (was the other passive or hostile and why)?

14. Mr. Rudd responded passively to Alphonse's father. Write a script for Mr. Rudd in which he respondsassertively.

15. How could Mr. Rudd have avoided his unfortunate experience with Christi, Livonia, and Brad? What doeshe decide to do the next day?

16. In about one sentence, summarize Mr. Ziegler's advice from Case 1.14.Tuesday, January 15

Considerations and planning for your first teaching assignments (Ch. 1)


Chapter 1 Opportunity

Equity in the mathematics classroom

Week 3 due 1/20:

1. Complete Synthesis Activity #1 A-H from p.47.2. Complete Synthesis Activity #9 (pp.48-49).3. Syllabus and opening-day tasksheet you started on the first day of class.4. Complete the Transitional Activities, pp. 49. (Remember, the purpose of the Transitional Activities is to

warm-up your brain for engaging in the next chapter. There are no "correct" responses; just go for it and

be honest and thoughtful. No lengthy answers necessary.

5. Read Chapter 2.6. Study Exhibit 2.5. Why might it be helpful to organize a unit in this way?7. Compare and contrast Cases 2.2-2.4.8. Complete Synthesis Activity #1A-L on pp.85-869. Complete Synthesis Activity #4 on p.86.10. In light of your reading of the section ``True Dialogues from pp. 6467, write scripts for two different

dialogues in which you engage students in a conversation about a mathematical problem (you need to

create a problem). Write the scripts so that IRE cycles dominate the first conversation; write the second

script so that you engage the students in a naturalistic conversation with true dialogue that is free of any

IRE cycles.

11. Read Chapter 3, pp. 88 11712. Read Synthesis Activity #2, pp.128-129. (You do not have to write anything down.)13. Complete Synthesis Activities #4 and #5, p. 129.

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Tuesday, January 22

Creating a positive and productive class environment. (Ch. 2)


Engaging students in mathematical learning activities. (Ch. 3)

Week 4 due 1/27

1. Finish reading Chapter 32. Engage in Activity 3.2. Bring hard copy to class and post the initial version on your website. The revised

version will be posted after you discuss the work with a colleague.

3. Explain the difference between extrinsic and intrinsic motivation, and give specific examples of each.4. Give and example of when indirect or inexplicit instruction is appropriate, and contrast it with an

example of when direct or explicit instruction is necessary.

5. Pick one of Ms. Culbertson's eight points about directions that you found particularly interesting, andexplain why you found it to be interesting. Elaborate as necessary.

6. Make up a student reasoning-level question and a student memory-level question. Then answer each asyou would in your classroom. Finally, explain why and how you did not answer each in the same way.

7. Compare Cases 3.18, 3.19, and 3.20, pointing out what you personally found compelling.8. Which of the nine points about cooperative-learning sessions do you find most interesting and why?9. What did you find most interesting in the reading about homework and why?10. Respond to Synthesis Activity 9 p.129.11. Read Chapter 412. Engage in Activity 4.213. Complete Synthesis Activity #1 p.16914. Read Synthesis Activity #2 pp. 169-170 and post your reactions.15. Find a middle or high schooler and engage them in an interview as described in Synthesis Activity #5 p.

171.

16. Prepare a Unit Draft for more details see Synthesis Activity #6 p.17117. Engage in Transitional Activity 1 p.171Tuesday, January 29

Engaging students in mathematical learning activities. (Ch. 3)

Learning goals, objectives, learning levels, and unit design (Ch. 4)


Unit design

Analyzing examples of mathematics curricula and instructional practice

* Unit 1 Opportunity

Week 5 due 2/3

1. Unit Draft final version2. Read Chapter 53. Recall our activity from the first day of class, wherein you were asked to find all possible noncongruent

squares on the 11x11 geoboard (dot paper).

a. How can this activity be morphed into a lesson that is designed to lead students to achieve the

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following construct-a-concept objective: "The student geometrically distinguishes between

square roots of perfect squares and square roots of non-perfect-square whole numbers." (Be

creative; there's no "correct" answer, of course.)

b. How can this activity be morphed into a lesson that is designed to lead students to achieve thefollowing discover-a-relationship objective: "The student explains why, for every right

triangle, the square of the length of the hypotenuse is equal to the sum of the squares of the

lengths of the other two sides." (Be creative; there's no "correct" answer, of course.)

4. Design a lesson and mini-experiment for a Construct- a-Concept objective from the Unit Draft youdeveloped last week, and modify the Unit Plan if there is a need. For more details consult Activity 5.4

p.189, Activity 5.9 p.190, Synthesis Activity #3 p.206.

5. In your journal describe the stages of construct-a-concept lesson.Tuesday, February 5

Construct-a-concept lessons and mini-experiments (Ch. 5)

Thursday, February 7

Construct-a-concept lessons and mini-experiments (Ch. 5)

Week 6 due 2/10:

1. Reread Chapter 5.2. Design a lesson and mini-experiment for a Discover-a- Relationship objective from the Unit Draft, and

modify the Unit Plan if there is a need. For more details consult Activity 5.7 p.202, Activity 5.8 p.202,

Synthesis Activity #3 p.206.

3. In your journal describe the stages of discover-a-relationship lesson.4. Express anything that you find confusing about the construct-a-concept or the discover-a-relationship

learning levels. (Note that, as is customary in Mathematics, ``or" is inclusive.)

Tuesday, February 12

Discover-a-relationship lessons and mini-experiments (Ch. 5)


Discover-a-relationship lessons and mini-experiments (Ch. 5)

Week 7 due 2/17

1. Read Chapter 62. Engage in Activity 6.2. You are highly encouraged to share with a colleague, but it is not necessary.3. In your own words, summarize the five stages in which students receive and retain a simple-knowledge

objective.

4. In Case 6.7, Ms. Ray creates Exhibit 6.3 and 6.4. Which does she decide to use and why? As ateacher of young people, which do you prefer and why?

5. How is a construct-a-concept objective different from a simple-knowledge objective? How are theysimilar? How is a discover-a-relationship objective different from an algorithmic-skill objective? How

are they similar? How are simple-knowledge and algorithmic-skill objectives different?

6. In your own words, and perhaps using your own examples, summarize four types of algorithmscommonly used in mathematics (see p. 217).

7. In your own words, summarize the seven stages of an algorithmic-skill lesson.

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8. How is a miniexperiment for an algorithmic-skill objective different from a miniexperiement for asimple-knowledge objective?

9. Design a lesson and mini-experiment for an Algorithmic Skill objective from the Unit Draft, and modifythe Unit Plan if there is a need. For more details consult Activity 6.6 p. 223, Activity 6.8 p. 226,

Synthesis Activity #3 p.228.

10. Engage in Activity 6.7.11. Engage in Transitional Activity #1 on p. 228.Tuesday, February 19

Simple knowledge lessons and mini-experiments (Ch. 6)

Algorithmic skill lessons and mini-experiments (Ch. 6)


Algorithmic skill lessons and mini-experiments (Ch. 6)

Week 8 due 2/24

1. Read Chapters 7 and 82. Engage in Activity 7.1.3. Describe the stages of comprehension and communication lessons on an example appropriate to your

unit.

4. Engage in Synthesis Activity 1 p. 2525. Design a lesson and mini-experiment for an Application objective from the Unit Draft, and modify the

Unit Plan if there is a need. For more details consult Activity 8.1 p. 260, Activity 8.3 p. 263, Synthesis

Activity #4 p.252.

6. In your journal describe the stages of application lesson.7. Following Ms. Ferneys example incorporate creative thinking objectives into some of the lessons you

have already created.

8. Engage in Activity 8.6 p.2739. Complete Synthesis Activity #1 p.275Tuesday, February 26

Communication and Comprehension lessons (Ch. 7)

Application lessons and mini-experiments (Ch. 8)


Creative thinking lessons and mini-experiments (Ch. 8)

Affective lessons and mini-experiments (Ch. 8)

Week 9 due 3/21. Read Chapter 9 (it's a long one; plan accordingly so that you can soak up all of the important and often

hidden details (e.g., Exhibits)).

2. Engage in Activity 9.1 (p.280), with or without a colleague. Write your thoughtful responses in detail.3. Comprehend the directions for Activity 9.3 (p.304). Skip it, but note that you will have to complete

this type of activity as part of your Unit Plan assignment.

4. Engage in Activity 9.4 (p.307). Generate a document with your scoring of student responses and yourranking of the three students' ``proofs".

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5. Build the unit test as outlined in Activity 9.7 p. 314.6. Revised/final Unit Plan

Tuesday. March 5

Assessing and reporting students progress with mathematics (Ch. 9)

schedule 4090sp13

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