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University of La Verne Liberal Studies Program

EDUC 389: Instructional Approaches to Math Spring 2012- Hybrid Course

Tuesdays and Thursdays 9:40-11:10 AM Syllabus

Modifications of this syllabus may be made at any time at the professor’s discretion.

Instructor: Andy Steck, Ed.D Office BB#9

1950 Third Street 909.593.3511 Ext. 4633 760.464.6362 (cell) asteck@laverne.edu Off ice Hours: TBA Skype Hours: mutually agreed upon time College of Education and Organizational Leadership Mission: We create caring, diverse learning opportunities that foster intellectual, ethical, and social responsibilities in order to imagine, explore and design the future. The college has four guiding principles:

Caring, Excellence, Leadership, and Diversity Caring is evident in the way we interact with students, colleagues, and the community. Our programs prepare caring professionals with essential interpersonal skills and key positive dispositions. Excellence is a cornerstone of our certificate, credential, masters, and doctoral programs. We inspire students to achieve beyond their expectations. Leadership brings out the best in everyone. We equip our graduates to be leaders in schools, organizations, and their communities. Diversity is a wonderful attribute of our schools and communities. Our programs celebrate diversity, teaching the knowledge and skills necessary to be successful in a wide range of settings with all people.

NCATE: College Wide Dispositions: Based on the principles of best teaching practice to provide all students with a safe, nurturing, and supportive environment, the Liberal Studies students and teacher candidates in the College of Education and Organizational Leadership at University of La Verne are requested to review the following Dispositions. These three dispositions of character, intellect and caring are determined by the College to be necessary for quality teachers. Teacher candidates are strongly urged to demonstrate these dispositions in their daily teaching practice.

1. Dispositions of Character: Taking responsibility for

one’s actions, behaving in an ethical manner with integrity and honesty, and understanding professionalism that includes self-control, flexibility, and emotional maturity.

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2. Disposition of Intellect: Demonstrating commitment to students and their families, to the profession, and to one’s colleagues, and demonstrating a spirit of inquiry and lifelong learning to continuously enhance one’s teaching practice.

3. Disposition of Caring: Demonstrating empathy and concern for others as well as the belief that all children can learn, being respectful, advocating for students and families, and developing social competence within different social and cultural situations.

Course Description: This course is required for the Liberal Studies degree. It combines pedagogy and practical applications for the teaching of mathematics in elementary and middle school classrooms. Emphasis will be on developing activities for the effective presentation of math curriculum to a diverse student population. Course Goals:

To achieve confidence and competence teaching mathematics; To refine an individual mathematics teaching philosophy; To become familiar and knowledgeable with the California Math Framework and Standards; To develop effective instructional strategies and techniques to provide curriculum accessibility to all

students. Course Objectives: Upon successful completion of this course, students will be able to:

Identify and apply the CA Math Frameworks and Standards;

Observe, record and reflect on practices of current teachers of mathematics;

Describe strategies for managing the mathematics school environment;

Develop lessons within a math unit related to the CA math standards;

Reflect and develop strategies to improve instruction after implementing lessons;

Describe strategies for inclusion of diverse learner, including those with disabilities and those from high-risk environments;

Demonstrate how to integrate subject areas of the elementary school curriculum with Math;

Apply principles of assessment to the teaching and learning of mathematics;

Apply theories of learning styles, multiple intelligences, etc. to assist in differentiating instruction;

Review and reflect on current programs used to teach mathematics;

Infuse technology into mathematics instruction.

Required Texts: Van De Walle, J.A., Karp, K.S., & Bay-Williams, J.M. (2010). Elementary and Middle School Mathematic:

Teaching Developmentally (7th ed.). Boston: Pearson Education, Inc. Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. This may be

downloaded at www.cde.ca.gov. Handouts and journal articles(on-line) provided by instructor

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Kit: Hands-on Teaching Strategies Kit, Allyn and Bacon. This kit is purchased at a discount when you purchase the textbook. Recommended Texts:

Bloom, B. et al. (1956). Taxonomy of Educational Objectives: Cognitive Domain. New York: Longman.

Gardner, H. (1993).Frames of Mind: The Theory of Multiple Intelligences. New York: Harper-Collins Publishers.

Lemov, Doug. (2010). Teach Like A Champion: 49 Techniques that Put Students on the Path to College. Jossey-Bass. Course Assignments:

1. Reflections for readings from text and articles: Four assignments include responses from the text or assigned articles which need to be recorded for possible grades. Responses may be in the form of opinion, additional research, locating researched related information, and or including products involving the arts, or other creative approaches to the readings. You are to create these in a word document and attach to your Math Journal (on-line). See attach rubric (Appendix A). Due: 3,7,11,15

2. Reflective Essay: Stars and Wishes: Write a reflection of your experiences and personal attitude towards math and math instruction. Stars are the strengths and talents you possess in math or teaching math. Wishes are your hopes and dreams of what you want in regards to your skills, knowledge, desires in your journey to become a teacher of mathematics. See attached rubric (Appendix C) Due: Week 2

3. Website/Software Review: Explore and research one math website for a teacher’s use and one for students’ use. Identify the website. Write a description of the website (include purpose or rationale, appropriate grade levels, ease of using website, your opinion of the website). Sequence the navigation steps through the website. How might you use this website in your classroom if deemed worthwhile to use. Be prepared to share these websites either in the computer lab or at the presentation podium. See attached rubric (Appendix F). Due Week 4

4. Word Problems: Create 5 math word problems (researched in texts or on-line) to present to the class. Engage the audience in using one or more problem solving strategies. This assignment requires the following: A written reflection of how you solved each problem, remember, there may be more than one way to solve the problem (please show your work) and a reflection of your presentation to the class. What surprised you about what your classmates did? How did you feel about your facilitation of the problems? All of the written work will be due a week after your presentation of the word problems. See attached rubric (Appendix D).Due: Week 5

5. Literature and Math Lesson: Research children’s literature and locate a book which would be used to integrate math. Design one lesson using this book to be shared with the class. Specifics for this assignment will be provided in class. This project cannot be used as a part of your learning center. See attached rubric (Appendix B). Due: 6

6. Journal article Review: Select an article dealing specifically with math instruction (other than a lesson plan) and write a review of the article. Include a copy of the article with your review. You will share your review in class. See attached rubric (Appendix E). Due: Week 8

7. Week 6 Learning Center: Students are to create a learning center that will be developmentally appropriate for the grade of the field experience. The learning center should include but not be limited to the following: CA Math standards, list of materials, directions for all activities, Math literature,

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hands-on activities to integrate other subject areas, accommodation of higher order thinking skills (Bloom’s Taxonomy) and an assessment tool. See attached rubric (Appendix G). Due: Week 9

8. Math Unit: Develop a unit plan for Mathematics. The unit plans will include three or more lessons presented in the sequence they will be taught. All components of this unit will be reviewed in class prior to the development of the unit. See attached rubric (Appendix K).Due: Week 10

9. Field Experience: observe a math class for at least 15 hours this semester. Write a reflection of your observation. Be sure to include the points discussed in class in regards to this observation. Have the teacher sign the field experience log once you have completed the required hours. See attached form and rubric (Appendix H and I). Due: Week 14

10. Teacher Interview: Interview the math teacher you observe in the field experience or select another teacher who teaches math. Possible questions to be asked for the interview will be brainstormed in class. See attached rubric (Appendix J). Due: Week 14

11. Electronic Web Portfolio: Create an electronic web portfolio designing pages which include, but not limited to the following:

o Stars and wishes reflection o Article reflection o Websites reflection o Teacher interview/classroom observation o The unit plan o Literature-based lesson o Word Problems and reflection o Field experience reflection o Learning center pictures, summary, etc. o Other information you have received from other professional development opportunities:

Behavior management Student learning styles Technology encountered Accommodations for learners with special needs Cooperative learning Multiple intelligences Gifted and Talented Learning disabilities Others (Appendix L) Due: Week 16

12. Presentation of Portfolio: present your electronic web portfolio to the class at the presentation podium. Navigate through your portfolio sharing your “stars” of your strengths and talents of creating this website, the pages you are especially proud of in regards to your work and your “wishes” of what you’d like to improve or strengthen. Provide time for questions or comments from the audience in regards to your presentation of your portfolio. See attached rubric (Appendix M). Due: Week 16

13. Attendance/participation: be involved in class discussions and activities. It is through the sharing of ideas and experimentation with activities and lessons that we improve our skills and develop varied techniques and strategies. If you won’t be in class, please call the instructor prior to the class. Due : weekly

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Assessment: Points Week Due

1) Text Reflections (4 @100 ea) 400pts Weeks 3,7,11,15 2) Reflective Essay: Stars and Wishes 100 pts Week 2 3) Web site/software reviews (2) 100 pts Week 4 4) Word Problems 100 pts Week 5 5) Child’s Lit. &Math lesson 100 pts Week 6 6) Journal article review 50 pts Week 8 7) Learning Center 100 pts Week 9 8) Math Unit 150 pts Week 10 9) Field Experience (15 hrs) 150 pts Week 13 10) Teacher Interview 50 pts Week 13 11) Portfolio 200 pts Week 16 12) Presentation 100 pts Week 16 13) Attendance/participation 400 pts Weekly

Total Points Possible 2000 pts

Grade: Based on total points earned. 100%-94% A 93%-90% A- 89%-87% B+ 86%-83% B 82%-80% B- 79%-77% C+ 76%-73% C 72%-70% C- 69%-67% D+ 66%-63% D 62%-60% D- 59%-0% F

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EDUC 389 Weekly Schedule Fall 2011

Students are to discuss in advance with the instructor any difficulties or requested deviations from the proposed schedule.

Week Topic Text Readings Assignment Due

1 1/31

& 2/2

Introductions Syllabus Review Teaching Math

Chapters 1,2,3

2 2/7 &

2/9

Problem Solving Managing the Mathematics Classroom

Chapters 5,6

Stars and wishes reflection

3 2/14

& 2/16

Hybrid Week #1 Assessment Teaching Math Equitably to All Students

Chapter 8

Text reflections for chapters 1,2,3,5,6 due.

4 2/21

& 2/23

Number Sense

Chapter 10

Websites reviews

5 2/28

& 3/1

Hybrid Week #2 Mastering Basic Facts

Chapter 11

Word Problems

6 3/6 &

3/8

Place Value

Chapter 12

Children’s Literature/Math Lesson

3/11-3/18

SPRING BREAK- NO CLASSES

7 3/20

& 3/22

Whole Number Concepts

Chapter 14

Text Reflections due for chapters 8,10,11,12 due

8 3/27

& 3/29

Hybrid Week #3 Algebraic Thinking

Chapter 15

journal article review

9 4/3 &

4/5

Fractions

Chapter 16

Learning Centers

10 4/10

& 4/12

Hybrid Week #4 Fractions

Chapter 17

Math units

11 4/17

Hybrid Week #5 Decimals/Percents

Chapter 21

Text Reflections due for Chapters

7

& 4/19

14,15,16,17 due

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4/24 &

4/26

Data Analysis/Probability

Chapter 22

13 5/1 &

5/3

Measurement

Chapter 19

Field experience teacher interview

14 5/8 &

5/10

Hybrid Week #6 Portfolios

15

5/15 &

5/17

Geometry

Chapter 20

Text reflections for chapters 19, 20, 21,22 due

16 5/23 (?)

Final Exam-portfolio & presentation

On-line Lesson Format and Late Work: All on-line work is designed to be activities similar to the activities in the classroom face-to-face. You are required to complete all work, as you would in class. Your participation grade is a culmination of all of the work you have produced on-line during the weekly lessons. Lessons will be available by the Saturday prior to the Week of the lesson and all lessons will end by Sunday at the end of the day (11:59 PM) of that week. This schedule will provide you with 9 days of time to complete all of the work. If you need to submit any work due that week late, or any assignments late; you will receive 75% of the grade and no feedback. This is at the discretion of the instructor and at times, depending on the situation, may waive the late penalty. You will not be able to return to that week’s lesson without prior approval from the instructor. Each week will consist of three sections; 1) Readings-reading the assigned chapters in the text book and one to three articles; 2) Videos-view (if videos are assigned that week) and refer to these in your work and3)Activities- participate in all of the activities as listed. These will consist of a combination of group activities, whole class, and individual. You must complete all of the work to receive credit for participation. Please keep in mind that activities are not the same as assignments. Assignments are as listed above and are due outside of the lessons on the weeks as indicated above. You are responsible to read the assigned readings of the textbook and various articles, view the videos, complete the activities for the week and submit any assignment as listed above.

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University Policies: Academic Honesty: Each student is responsible for performing academic tasks in such a way that honesty is not in question. Unless an instructor specifically defines an exception, students are expected to maintain the following standards of integrity:

1. All test, term papers, oral and written assignments and recitations are to be the work of the students presenting the material.

2. Any use of wording, ideas, or findings of other persons, writers, or researchers requires the explicit citation of the source; use of the exact wording requires a “quotation” format.

3. Deliberately supplying material to a student for purposes of plagiarism is also culpable. Submission & plagiarism guidelines All papers will be submitted through SafeAssign a plagiarism tool through Blackboard. Each paper will have several draft submission drop boxes you can use before your final. All papers must be saved as a Microsoft Word Document, Open Office, PDF, or text. A faculty member who has clear evidence that academic honesty has been violated may take appropriate disciplinary action. Such action may include, but is not limited to, requiring the student to redo the assignment, give the student an F on the assignment and/or in the course, and/or recommend expulsion. If a faculty member has reason to suspect academic dishonesty and the student denies the allegation, the faculty member may refer the matter to the Vice President for Academic Affairs. Following due process of an Academic Judicial Board the Vice President will take the appropriate action, which may include, but is not limited to, academic probation, suspension, or expulsion. (Please refer to the student catalog p. 63 Academic Honesty section, for complete expectations.) Attendance Policy: Class Attendance. The University of La Verne faculty require regular and prompt attendance in all University courses. Students who do not attend the first class session without prior consent of the faculty member will not be guaranteed a space in the course. A faculty member can give a student’s space away to another student if the student 1) does not attend the first class session of the term/semester for a course or 2) does not electronically log into his or her online course during the first week of the term/semester. Students who do not attend the first class session or log in as described above may be administratively dropped, unless they make arrangements with the instructor prior to the first day of the course. Note: students should not assume that non-attendance will automatically result in an administrative drop. Students have the responsibility to drop the course from their schedule. This needs to be done before the end of the first week of the term/semester to avoid a failing grade, financial obligations, or late fees. Students should refer to the course syllabus of each course registered for the attendance policy of their instructor. The instructor may assign extra work, require special examinations, or refuse to grant credit for a course based on the number of class sessions missed.

Instructor’s Attendance Policy: As attendance is an important component of your overall grade,

absences may affect your final grade. Two or more unexcused absences will result in a lower grade. The nature of your absence(s) will need to be discussed with your instructor. It is up to the instructor’s discretion to determine whether an absence is excused or unexcused.

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On-line attendance:

You are expected to be on-line using Blackboard (I can see each time you log into to Bb and where you go... scary, isn’t it?). You are expected to check your @laverne.edu email daily for any updates or announcements. This course is an on-line course consisting of lessons consisting of readings, videos, large, small group, and individual activities. Each module will take up to 3 hours of time to complete which may include wiki, blog, discussion board postings. Additional assignments are required to be posted most weeks. This assignment will take an additional hour. Online office hours will take place in a Skype [asteck22] Office hours are scheduled at a previously mutually agreed upon time. I am flexible with meeting times so please feel free to ask for additional help individually or as groups. I would like to meet with you on Skype at least once this semester, but it may be necessary to talk to Skype with you on more than one occasion. Online etiquette expectations All online conversation and group discussions/meetings may be conducted using casual written speech (abbreviations, colloquialisms, and other online shorthand) Please keep it appropriate, however, there is an asterisk for all manner of communication! All official blog posts or wiki submissions are to be written in grammatically correct, college level writing. So, no calling each other “dude” or using LOL to make a point... In any and all communication, be sure that whatever you say online you would also be comfortable saying directly to that person. Preferred instructor communication & response time: Email is the best way to communicate with me: asteck@laverne.edu. I generally respond within hours on weekdays. On weekends, I will respond within a day. Minimum system requirements: Firefox is the recommended browser. Internet Explorer will also work but has some issues. This link will run a test on your browser. You will need Flash and Adobe Acrobat in this course. Browser Tune up (Link: http://browsertuneup.pearsoncmg.com/browser_tuneup.html) Software requirements: Google Docs & Presentations for all group collaborations (you already have this account through your @laverne.edu email account)

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Microsoft Office Word is the software you will need to submit all assignments. You are to write all assignments in word and attach them to the appropriate wiki where indicated. I have the most recent version so a file tag of .docx or .doc is okay for my computer. The bookstore has deeply discounted versions available.

(Link to bookstore: http://www.bkstr.com/Home/10001-10160-1?demoKey=d)

Disability Statement

Students with Disabilities: University policies concerning students with disabilities are available through the Director of Services for Students with Disabilities in the main campus Student Health Center (Ext. 4441.) Students may speak privately with the instructor for assistance contacting the Director of Students Disabilities Services.

La Verne Technical Resources Office of Information Technology Email HelpDeskhttp://www.ulv.edu/oit/dcs/help.phtml Blackboard HelpDesk Phone: 909.593.3511 x4089 Email: bbhelp@ulv.edu La Verne Writing Resources Learning Enhancement Center (they are available virtually on any and all APA support, use them, they rock!)Learning Enhancement Center/Graduate Success Center, Room 111 909/593-3511 ext. 4342 (Link: http://www.laverne.edu/academics/learning-enhancement-center/) Recommended Math Websites:

NCTM (National Council of Teachers of Mathematics): http://www.nctm.org/ California Mathematics Council: http://www.cmc-math.org/ California State Education Department http://www.cde.ca.gov California Association of Mathematics Teacher Educators http://camte.org

Recommended Math Journals:

Childhood Education

Educational Studies in Mathematics

Elementary School Journal

Focus on Learning Problems in Mathematics

Mathematical Learning and Teaching

Mathematics Teaching in the Middle School

Teaching Children Mathematics

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Bibliography: Barta, J., & Schaelling, D. (1998). Games we play: Connecting mathematics and culture in the classroom. Teaching Children Mathematics, 4 (7), 388-393. Bright, George W., Harvey, John G., & Wheeler, Margariete M. (2001) Achievement grouping withmathematics concept and skill games. Journal of Educational Research,73 (5), 265-269 Burns, Marilyn. (2007). About Teaching Mathematics: A K-8 Resource. (3rd ed.). Sausalito, CA: Math Solutions Publications. Chapin, S.H. & Johnson, A. (2006). Math Matters (2nd ed.). Sausalito: Math Solutions Clements, D. H. (1999). 'Concrete' manipulatives, concrete ideas. Contemporary Issues in Early Childhood, 1(1),

45-60. Clements, D. H., Copple, C., & Hyson, M. (Eds.). (2002). Early childhood mathematics: Promoting good

beginnings - A joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM). Washington, DC: NAEYC/NCTM.

Clements, D. H., & Sarama, J. (2004). Learning trajectories in mathematics education. Mathematical Thinking and Learning, 6(2), 81-89.

Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103 (6), 1013-1055.

Ginsburg, H. P., Klein, A., & Starkey, P. (1998). The development of children's mathematical thinking: Connecting research with practice. In W. Damon, I. E. Sigel & K. A. Renninger (Eds.), Handbook of child psychology, Volume 4: Child psychology in practice (pp. 401-476). New York: John Wiley & Sons.

Hildebrandt, C. (1998). Developing mathematical understanding through invented games. Teaching Children Mathematics, 5 (3), 191-195. Lappan, G., Fey, J., Fitzgerald, W., Friel, S., & Phillips, E. (1998). Connected Mathematics, Prentice Hall. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental

mathematics in China and the United States. Mahwah, New Jersey: Lawrence Erlbaum Associates. National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics.. Sakshaug, L., Olson, M., & Olson, J. (2002) Children Are Mathematical Problem Solvers. Reston, Va.: NCTM. Warfield, J., Wood, T., & Lehman, J. (2005). Autonomy, beliefs, and the learning of elementary mathematics

teachers. Teaching and Teacher Education, 21, 439-456.

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Appendix A: Text Reflections Rubric

Criteria Showcased 4 Displayed 3 Developing 2 Deficient 1

Originality & Thoughtfulness

(wt. 2.0) (out of 8 pts.)

Created with passion, interest and

insight. Deep thinking about

purposes of education evident.

Thoughtful and interesting. Makes

authentic connection with

text.

Disconnectedness with text. More of a summary than a reflection.

Does not connect to text. Lacks thought, passion or a purpose of education.

Content Creativity

(wt. 2.0) (out of 8 points)

Reflection demonstrated student’s own

interpretation and expression of text

readings. Display of information is

visually appealing.

Good use of materials to demonstrate

interpretation of text reading. Display

of information is appealing.

Information more factual, showed

little interpretation. Product is adequate

but lacks imagination.

Information is not accurate and there is no interpretation

in this reflection.

Mechanics (wt. 1.0)

(out of 4 points)

Virtually error free in grammar, syntax

and spelling.

Few errors in grammar, syntax or

spelling.

Many errors in grammar, syntax or

spelling.

Writing needs editing!

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Appendix B: Literature and Math Lesson

4 3 2 1

Lesson Plan

(wt. 5.0) (out of 20 pts.)

Lesson plan- use of template includes all required elements,

which are of highest quality

Lesson plan –use of template, includes most of required

elements, which are of high quality

Lesson plan does not use template

completely, required elements are

missing and of average quality

Lesson plan does not follow template and lacks structure

to be used effectively to

instruct students.

Trade Book

(wt. 3.75) (out of 15 pts.)

Appropriate level at grade selected.

Includes a summary of book in lesson

plan

Appropriate level at grade selected, but lacks substance to be used effectively

at this level. Sufficient summary.

Better choice of book needed at this level, is not effective

for concept to be taught, summary is

poorly written

Choice of book is not appropriate, not

effective for math concept, no written

summary

Creativity

(wt. 3.75) (out of 15 pts.)

Demonstrates creativity in

organization of lesson.

Some creativity is demonstrated in the

organization of lesson.

Little creativity is demonstrated in the

organization of lesson.

No creativity in lesson.

Mathematical Topic and related activity

(wt. 2.50) (out of 10 pts.)

Topic is congruent to CA Math standards,

objectives, and activity

Minor problems with congruency of

topic.

Larger concerns with the congruency of

topic.

Topic is not congruent to CA Math standards, objectives and

activity.

Presentation

(wt. 3.75) (out of 15 pts.)

Presentation is well structured, motivating, involves audience throughout lesson,

Presentation is structured, motivating and involves audience in parts of lesson

Presentation lacks structure, somewhat motivating, needs more audience involvement

Participation is not structured, not motivating, and does not involve the audience.

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Appendix C: Word Problems

Choice of word problems Did the problems allow for different strategies to be solved? How engaging and interesting were the problems for the students?

Strong

4

Good

3

Average

2

Poor

1

Posting of Word Problems Were the problems posted in the WP Wiki? Were classmates encouraged to solve problems? Did others solve problems as well?

Strong

4

Good

3

Average

2

Poor

1

Preparation Evidence Was the presenter well prepared in the understanding of each problem and the possible strategies used to solve the problem? Were alternate strategies encouraged?

Strong

4

Good

3

Average

2

Poor

1

Analysis Did the analysis include the teacher’s strategies as well as the participants who solved the problems? Were there comparisons and contrasts made in the analysis?

Strong

4

Good

3

Average

2

Poor

1

Completion of Assignment Presentation completed on date assigned and analysis done on a timely basis (within three weeks of presentation?

Strong

4

Good

3

Average

2

Poor

1

Requirement for Word Problems presentation: All of the written work for this assignment will be done one week after your presentation in class. Your work should include the following:

1. Evidence you solved all problems using possible strategies.

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2. What surprised you about what your classmates did? How did you feel about your facilitation of problems you created.

3. An analysis of the various approaches to solving the problems by your classmates, and problems encountered.

Appendix D

Stars and Wishes Essay Rubric

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(Each point in the star is worth a weight of 5.00)

Appendix E

Article Review Rubric

Student: Score:

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Criteria (ea 5 pts.) 1 0.75 0.50 0.25

Electronic Response to Article Reviews

Have completed and shown evidence of 1) embedded image 2) written response 3) skype 4) reflection in journal

Have completed and shown evidence of most of the items 1-4 (see cell at left)

Have completed and shown evidence of some of the items 1-4 (see cell far left)

Have not completed or shown evidence of any items 1-4 (see cell far left)

Quality of Information

Information clearly relates to the main topic. It includes 4-5 supporting details and examples.

Information clearly relates to the main topic. It includes 2-3 supporting details and examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Accuracy of Facts All supportive facts are reported accurately and appropriately cited or paraphrased.

Almost all supportive facts are reported accurately and appropriately cited or paraphrased.

Most supportive facts are reported accurately and appropriately cited or paraphrased.

No facts are reported or most are inaccurately reported or not appropriately cited or paraphrased.

Source (topic relates to Mathematics)

The article is clearly related to Mathematics and published within the last 4 years. The article is included with the review.

The article is somewhat related to Mathematics and published within the last 4 years. The article is included with the review.

The article is not related to Mathematics, not published within the last 4 years, or not an education journal article. The article is included with the review.

The article not included or not within time frame outlines as per the directions.

Citation Accurately cited in 6

th

edition APA format Cited, but not in 6

th

edition APA format Incorrectly cited

No citation as per directions

Additional Comments:

Appendix F Websites Review Rubric

Criteria 1 0.75 0.50 0.25

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Your name, Title of website or Company &

Handout

4

All components of the criteria are included in the

review.

Most of the components of the criteria are included

in the review.

Some of the components of the criteria are included

in this review.

The components of the criteria are missing in the

review.

Navigation of Website

5

Specific and clearly sequenced

directions have been provided and are

easy to follow.

General directions which are

sequenced but lack specificity and

clarity, but can still be followed.

Directions are either not sequenced, or

missing parts to lend confusion.

Directions are vague, poorly

sequenced and lend to much confusion.

Grade Level(s) and CA Math Standards

3

Website is developmentally

appropriate for the indicated grade

level(s) and aligned to the standards.

Website is appropriate for the

indicated grade level and aligned to the

standards provided although there may be some questions.

Website is questioned for the

indicated grade level and alignment to

the standards provided.

Website is not appropriate for the

indicated grade level and is not aligned to

the correct standards.

Reasons for Choosing this

Website

5

An instructionally appropriate reason

is provided for selecting this

website for the benefit of the

students.

An appropriate reason is provided for selecting this website for the benefit of the

students.

An inadequate reason is provided for selecting this website for the benefit of the

students.

No reason is provided for selecting this

website for the benefit of the

students.

Writing Mechanics

3

There are no errors in spelling, grammar

or punctuation in this review.

There are only one or two mistakes in

spelling, grammar or punctuation in this

review.

There are three-five mistakes in spelling,

grammar or punctuation in this

review.

There are numerous errors throughout

this review in spelling, grammar, or punctuation in

this review.

Electronic Response To Peers’ Reviews

5

Use of (2)stars, (2) wishes and a

reflective response

Limited use of stars, wishes and a

response

Either stars, wishes or a response

Lack of stars, wishes or a response

Comments:

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Appendix G

Learning Center Rubric

Awesome: (130-150 pts) The Learning Center is created including, but not limited to, all of the following:

Focus on important learning goals and CA Math Standards

contain materials that promote growth of individual students toward those goals

use materials and activities addressing a wide range of reading levels, learning profiles, and student interests

include activities that vary from simple to complex, concrete to abstract, structured to open-ended, familiar to unfamiliar

provide clear directions for students

offer instructions about what a student should do if help is needed

include instructions about what students should do when the center assignment is completed (anchor activities are one possible suggestion)

use a record keeping system to monitor what students do at the center, which students have completed which center, and the quality level

include a plan for ongoing assessment of student growth in the class in general which will, in turn, determine adjustments in center tasks

Admirable: (110-129 pts.) The Learning Center includes most of the following:

focus on important learning goals and the CA Math Standards

contain materials that promote growth of individual students toward those goals

use materials and activities addressing a wide range of reading levels, learning profiles, and student interests

include activities that vary from simple to complex, concrete to abstract, structured to open-ended, familiar to unfamiliar

provide clear directions for students

offer instructions about what a student should do if help is needed

include instructions about what students should do when the center assignment is completed (anchor activities are one possible suggestion)

use a record keeping system to monitor what students do at the center, which students have completed which center, and the quality level

include a plan for ongoing assessment of student growth in the class in general which will, in turn, determine adjustments in center tasks

Acceptable: (89-109pts.)The Learning Center includes some of the following but Students are Able to Successfully use the Center:

focus on important learning goals and CA Math Standards

contain materials that promote growth of individual students toward those goals

use materials and activities addressing a wide range of reading levels, learning profiles, and student interests

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include activities that vary from simple to complex, concrete to abstract, structured to open-ended, familiar to unfamiliar

provide clear directions for students

offer instructions about what a student should do if help is needed

include instructions about what students should do when the center assignment is completed (anchor activities are one possible suggestion)

use a record keeping system to monitor what students do at the center, which students have completed which center, and the quality level

include a plan for ongoing assessment of student growth in the class in general which will, in turn, determine adjustments in center tasks

Attempted: (70-88)The Learning Center Needs More Attention to the following check items:

focus on important learning goals and CA Math Standards

contain materials that promote growth of individual students toward those goals

use materials and activities addressing a wide range of reading levels, learning profiles, and student interests

include activities that vary from simple to complex, concrete to abstract, structured to open-ended, familiar to unfamiliar

provide clear directions for students

offer instructions about what a student should do if help is needed

include instructions about what students should do when the center assignment is completed (anchor activities are one possible suggestion)

use a record keeping system to monitor what students do at the center, which students have completed which center, and the quality level

include a plan for ongoing assessment of student growth in the class in general which will, in turn, determine adjustments in center tasks

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Appendix H

Log of Hours and Teacher’s Signature

Field Experience Log EDUU 389: Instructional Approaches to Math

Name______________________________

Date Hours Teacher’s Signature Comments

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Appendix I

Field Experience Reflection Rubric

To receive 150 points, your reflection must include all of the following: o have an entry for each time you participated in the classroom o must be student oriented based on teaching strategies o offer your thoughts in a form of a reflection o perfect manuscript or word processed o be specific and detailed o scanned or uploaded to your electronic portfolio

To receive 120 points, your reflection should include most of the following:

o have an entry for each time you participated in the classroom o must be student oriented based on teaching strategies o offer your thoughts in a form of a reflection o perfect manuscript or word processed o be specific and detailed o scanned or uploaded to your electronic portfolio

To receive 80 points, your reflection could include but is probably missing any of the following:

o have an entry for each time you participated in the classroom o must be student oriented based on teaching strategies o offer your thoughts in a form of a reflection o perfect manuscript or word processed o be specific and detailed o scanned or uploaded to your electronic portfolio

To receive less than 30 points, your reflection is either of poor quality and/or missing much of the following:

o have an entry for each time you participated in the classroom o must be student oriented based on teaching strategies o offer your thoughts in a form of a reflection o perfect manuscript or word processed o be specific and detailed o scanned or uploaded to your electronic portfolio

Appendix J Mathematics Teacher Interview Rubric

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Points 4 3 2 1

Criteria Exemplary Proficient Acceptable Rewrite

Introduction

(wt.2.50) (out of 10 pts.)

This description and background of the person interviewed

is concise and interesting. The

reader understands the context of the interview and is

eager to learn more about the person

and classroom experience.

This description and background of the person interviewed

is concise and complete. The

reader understands the context of the

interview and wants to learn more about

the person and classroom

experience.

This description and background of the person interviewed

is adequate. The reader has a general

understanding of the context of the interview and is

somewhat interested in

learning more about the classroom

experience.

This description and background of the person interviewed is vague. The reader has little understanding of the context of the interview and, therefore little interest in reading the interview.

Interview Questions

(wt. 5.0) (out of 20 points)

The response to each of the questions is

reported in an engaging and

expressive manner. The responses flow smoothly from one

another and are clearly linked to each

other. The reader has the sense of hearing the story directly from the

source.

The response to each of the questions is

reported in an interesting manner. The responses flow smoothly and are

linked to each other. The reader is

interested and has a good sense of the

feel of the interview.

The response to each of the questions is reported in

adequately. There is a general flow from one response to the next and they seem

to be reasonably linked from one to

another. The reader is informed, but not

engaged.

The response to each of the questions is

sketchy. Some questions seem to have been omitted altogether. There is

little sense of direction or focus in the paper and the reader will most likely not finish

reading the paper.

Response of The Interviewer

(wt. 2.5) (out of 10 pts.)

The interviewer has demonstrated

careful listening by interjecting effective follow-up questions

to significant responses.

Effectively elicits relevant elaboration

of answers.

The interviewer has demonstrated

attentiveness by interjecting follow-

up questions to responses that may

have greater significance, if

pursued. May elicit some relevant elaboration of

answers.

The interviewer gives little evidence of careful listening by largely ignoring

potentially relevant responses and

moving on to the next prepared

question. Elicits little elaboration.

The interviewer gives little or no evidence of listening; moves through prepared questions without

regard to responses. Does not elicit

elaborated responses.

Grammar, Spelling, Writing Mechanics

(wt. 2.5) (out of 10 pts.)

The written interview is

presented in the appropriate format,

demonstrating mastery of grammar,

usage and conventions.

The written interview is

presented in the appropriate format, with a minimum of

grammatical or usage errors.

The written interview is

presented in the appropriate format

but one that includes distracting

errors in grammar or usage.

The written interview is presented in an unconventional or sloppy format with

errors of grammar or usage that impede

understanding.

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Appendix K

Unit Plan Rubric

Exemplary (150-130) Unit contains all or most of the following:

Introduction, rationale, goals, guiding questions,

Lesson plans follow template provided in class, and are thoroughly written

Assessment completed

Thorough resource list (at least 10 resources, no more than 4 websites)

Technology involvement in lessons and unit

Interdisciplinary, multicultural

Anchored and “contextualized” in the “live experiences” of the students

Proficient (129-109) Unit contains most of the following but is missing parts of the unit

Introduction, rationale, goals, guiding questions

Lesson plans follow template provided in class, and are thoroughly written

Assessment completed

Thorough resource list (10 resources, no more than 4 websites)

Technology involvement in lessons and unit

Interdisciplinary, multicultural

Anchored and “contextualized” in the “live experiences” of the students Apprentice (108-89) Unit contains some of the following but is missing integral components of the unit and/or work is of average quality

Introduction, rationale, goals, guiding questions

Lesson plans follow template provided in class, and are thoroughly written

Assessment

Thorough resource list (10 or more resources, no more than 4 websites)

Technology involvement in lessons and unit

Interdisciplinary, multicultural

Anchored and “contextualized” in the “live experiences” of the students Novice (88-70)) Unit is missing integral components of the unit and/or the work is below average quality

Introduction, rationale, goals, guiding questions

Lesson plans follow template provided in class, and are thoroughly written

Assessment completed

Thorough resource list (10 or more resources, no more than 4 websites)

Technology involvement in lessons and unit

Interdisciplinary, multicultural

Anchored and “contextualized” in the “live experiences” of the students

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Appendix L

Electronic Web Portfolio

Exemplary Proficient Developing Unacceptable

(Weight/total points)

4 points The portfolio clearly develops the criteria outlined and in some cases exceeds expectations.

3 points The portfolio provides evidence of the criteria outlined.

2 points The portfolio provides some evidence of the criteria outlined.

1 point The portfolio provides little evidence or emphasizes evidence irrelevant to the criteria outlined.

The portfolio contains a table of contents of the site.(1.25/5)

The portfolio contains information demonstrating that the student reflected on their experiences throughout the website. (2.50/10)

The word problems are clearly written and visually communicated. (1.25/5)

Stars and Wishes reflection is an integral part of the portfolio with a creative explanation. (2.5/10)

The journal review includes a copy of the article in the portfolio. (3.75/15)

Links to the websites reviewed are accessible including the review. (3.75/15)

The learning center is explained with visuals (5/20)

Field experience reflection is shared. (5/20)

A section is devoted to the unit plan. (5/20)

Responses to readings and articles are a part of this website, creatively displayed in an effective manner to help the reader understand your responses to the text readings. (5/20)

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Additional information, artifacts are included to enhance the artifacts from EDUC 389. (2.50/10)

Appendix M

Electronic Portfolio Presentation Rubric

Awesome (4) Admirable (3) Acceptable (2) Amateur (1)

Content 5

An abundance of material clearly related to course content; points are clearly made and all evidence supports course; varied use of materials

Sufficient information that relates to course content; many good points made but there is somewhat of an uneven balance and little variation

There is a great deal of information that is not clearly connected to the course

Information is not clear; Information is included that does not support course in any way

Coherence and Organization 5

Presentation information is very logical in sequence, with smooth transitions taking the viewer from page to page, with a demonstration of easy navigation of website

Most information presented in logical sequence; generally well organized and transitions are relatively smooth, taking the viewer page to page with general easy navigation

Information is presented but not always in logical sequence, somewhat organized, but lacks smooth transitions and navigation of website seems awkward

Presentation is choppy and disjointed; does not flow; transitions need work as well as navigation of website

Creativity 4

Very original presentation of material; uses the unexpected to full advantage; captures audience’s attention

Some originality apparent; good variety and blending of materials, media or resources

Little or no variation; material presented with little originality or interpretation

Repetitive with little or no variety; insufficient use of materials, media or resources

Material 4

Balanced use of multimedia materials; properly used to develop website; use of media is varied and appropriate

Use of multimedia not as varied and not as well developed for website

Choppy use of multimedia materials; lacks smooth use of multimedia not clearly connected to the website

Little or no multimedia used or ineffective use of multimedia; imbalance in use of materials—too much of one, not enough of another

Speaking Skills 3

Poised, clear articulation; proper volume; steady rate; good posture and eye contact; enthusiasm; confidence

Clear articulation but not as polished

Some mumbling; little eye contact; uneven rate; little or no expression

Inaudible or too loud; no eye contact; rate too slow/fast; speaker seemed uninterested and used monotone

Audience Response 3

Involved the audience in the interest of the website presentation; points made in creative way; held the audience's attention throughout

Involved the audience in the interest of the website and held the audience’s attention most of the time

Audience seemed distracted by the website presentation; but held most of the audience’s attention somewhat thorough out the presentation

Incoherent; audience lost interest and could not focus the attention of the audience on the presentation

Length of Presentation completed Presentation completed Presentation was cut in Presentation too long and had to

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Presentation 1

within 5 minutes. just after the 5 minute time allotment (within a minute)

length due to time allotment, but mostly complete

end at the time allotment with much more to do