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1Syllabus Template for Online or Blended Instructional Design Courses

College of Advancing and Professional Studies, University of Massachusetts Boston

CAPS XXX - Syllabus Fall 2015Special Topics: Algebraic Video Game Programming with Bootstrap

University of Massachusetts Boston College of Advancing and Professional Studies

Deborah Boisvert, M.Ed; MBA [email protected] (H): 617-308-7313Phone (M): 617-839-0148Phone (W): 617-287-7295

Emmanuel Schanzer, Ed.D; BA, Computer [email protected] (W): 617-792-2438

Course Title: Special Topics: Teaching Algebraic Video Game Programming with Bootstrap

Prerequisites: NoneRecommendedTechnical Skills:

To be successful in this course, students should have some experience or training teaching computer programming, pre-algebra or algebra in an in-school setting. Experience using web-based applications (Gmail, Office 365, etc.) is recommended, but not required. Students will be using computer-mediated communication tools (email, blogs, discussion groups, etc.). Though it is not necessary to have advanced knowledge of all of these tools, students should be confident in their ability to learn these tools with minimal support.

Course Description:

This course, which includes face-to-face content plus additional online study, provides the content and pedagogical background necessary for teaching Bootstrap, a nationally recognized curriculum that integrates teaching core Algebra concepts with introductory Computer Science. The module can be taught as part of either math or CS/IT classes. The course discusses how to blend best practices from both math and computing education to address pedagogic challenges in each area. Algebra topics covered include Order of Operations, Function Machines, Linear and Piecewise Functions, Inequalities in the Plane, Solving Word Problems, and Multiple Representations of functions. The course is targeted at Science, Technology, Engineering and [especially] Mathematics (STEM) teachers; it does not assume prior Computer Science or programming background (for teachers or students).

RequiredText(s):

Schanzer, E., (2016). Bootstrap:1, Units 1-9. All content may be freely downloaded at http://www.BootstrapWorld.org/materials/

Margolis, Jane (2008). Stuck in the Shallow End. Cambridge, MA, MIT Press. ISBN 978-0-262-13504-7

Instructor Information

Course Information

http://www.BootstrapWorld.org/materials/




CourseObjectives:

By fully participating in this course, you should be able to: Integrate the Bootstrap curriculum and materials into your CS/IT,

Mathematics or Math Applications classroom. Model best practices for teaching mathematics, using computer

programming as a vehicle for instruction. Reflect critically on the content, methodologies and practices of the

Bootstrap teaching practices. Take part in and add value to a community that provides support, guidance,

and mentorship for other educators. Write computer programs using Bootstrap’s programming language. Articulate how teachers can integrate algebra and computer science, and

identify the pitfalls that make this challenging. Explain how computer programming addresses specific Common Core

Standards for mainstream mathematics. Explain how Bootstrap’s pedagogical techniques model the Common Core

Standards for Mathematical Practice. Articulate the role that mathematics plays in issues of equity and

opportunity for the students in your district.

RequiredAssignments:

Background Training: Attend an approved 3-day Bootstrap professional development workshop, completing modules on

Cognitive Challenge of Algebra Equity Implications of the Algebra Gap Teaching Order of Operations Teaching Domain and Range Teaching Linear Functions Teaching Word Problems Teaching Inequalities in the Plane Teaching Piecewise Functions Teaching the Distance Formula

A list of eligible workshops is available at http://www.BootstrapWorld.org/workshops

Two in-person sessions: Participants will meet twice to discuss integration and implementation, as well as course assignments.

Implementation: Design a calendar for this year, identifying when you will integrate each of Bootstrap’s nine units into your classroom schedule. Use this calendar to deliver the course to at least one class of students.

http://www.bootstrapworld.org/workshops




Journal: After your class completes each unit, you will reflect in writing on the content, pedagogy, implementation and math connection. This reflection should Identify ways in which the curriculum served and/or challenged students. An entry can focus on a specific mathematical concept or pedagogical technique, or a miniature case study of a particular student who was engaged with the material.

Project 1: Op-Ed Piece – What is the connection between algebra and computer science, and why should anyone care? Why is there value in a course that combines the two? Write an op-ed article that discusses the equity and access issues of a course like this. This article should be written either as something you might submit to a national newspaper (Boston Globe, WSJ, etc.) or as something you would want all of your students’ parents to read in the school paper.

Project 2: Assessment Project – Choose three of the Bootstrap Units you have already taught, and describe your assessment plan for those units. For each unit, submit one example of “high quality” student work and another of “low quality” student work. How did you determine whether or not students mastered the content? How did you assess whether they were able to apply what they learned to mathematics? How did you grade this work, and what feedback did you give to the struggling student?

Final Project: After your experience teaching the curriculum, develop an implementation plan for your district that includes an annotated scope and sequence, notes on how you assess student mastery of Bootstrap concepts and transfer into algebra, and additional information that would allow another teacher at your school to get implement the curriculum. You may draw from your previous assignments for material here, but this must be coherently integrated into your final project.

Course Policies: Participation: Participation includes completing all required reading and writing assignments prior to class, thoughtfully participating in discussions, and taking responsibility for helping create a positive learning situation by arriving promptly, listening respectfully, and participating constructively.

Attendance: You are responsible for all information (handouts, announcements, notes, etc.) covered during class.

Group Work: Successful teaching of Bootstrap models effective group interactions; therefore, it is imperative that students fully participate in all group activities.

Late Work: Students are expected to submit all assignments on time. Lateness is permitted without penalty only with written medical documentation or under grave, extenuating circumstances that can be substantiated.

Incomplete Policy: Grades of “Incomplete” may be granted at the discretion of the instructor. No incompletes will be given for poor performance in the course. An “Incomplete” will only be available to students who have completed at least 75% of the course work with at least a 'C' average and




have a substantiated problem at the end of the semester that prevents completion of course work.

Communication Expectations: Students are expected to follow standard rules of “netiquette” in all online communication. Visit the following site for some guidelines: http://onlinelearningtips.com/2010/04/20/rules-of-netiquette/ .

If you have questions about course content or assignments, please post them on the discussion board. If you have a question, it’s likely that someone else is wondering the same thing and can benefit from the response. Use email for questions of a personal nature. You can expect a response to emails within a 24-hour period.

http://onlinelearningtips.com/2010/04/20/rules-of-netiquette/%20

http://onlinelearningtips.com/2010/04/20/rules-of-netiquette/%20




Grading: Grade type for the course is a whole or partial letter grade. (Please see table below) Note: the lowest passing grade for a graduate student is a “C”. Each assignment will receive a letter grade. These grades are weighted (see below) to determine the final letter grade.

Please see the Graduate Programs Catalog for more detailed information on the University’s grading policy.

UMass Boston Graduate Grading PolicyLetter Grade Percentage

Quality Points

A 93-100% 4.0A- 90-92% 3.7B+ 87-89% 3.3B 83-86% 3.0B- 80-82% 2.7C+ 77-79% 2.3C 73-76% 2.0F 70-72% 0.0

INCGiven under very restricted terms and only when satisfactory work has been accomplished in majority of coursework. Contract of completion terms is required. N/A

INC/F Received for failure to comply with contracted completion terms. N/AW Received if withdrawal occurs before the withdrawal deadline. N/AAU Audit (only permitted on space-available basis) N/A

NANot Attending (student appeared on roster, but never attended class. Student is still responsible for tuition and fee charges unless withdrawal form is submitted before deadline. NA has no effect on cumulative GPA.)

N/A

Course Rubric:Assignment/ Deliverable

Relevant Course Objective Desired Behaviors Grade%

Implementation Integrate the Bootstrap curriculum and materials into your CS/IT, Mathematics or Math Applications classroom.

Model best practices for teaching mathematics, using computer programming as a vehicle for instruction.

Teach the Bootstrap curriculum to at least one class of students, with high fidelity.

N/A(require

d to pass)

Journal Reflections Submitted via Email

Take part in and add value to a community that provides support, guidance, and mentorship for other

Thinking critically about the connection between math and computer science content.

15

Grading




educators. Articulate the constraints and

affordances of computer programming when used as a math class.

Discuss how you can integrate computer science into your classroom

Project 1 Articulate the role that mathematics plays in issues of equity and opportunity for the students in your district.

Explain the ways in which computer programming does and does not addresses national or state standards for mathematics.

Explain how Bootstrap’s pedagogical techniques model the Common Core Standards for Mathematical Practice (or your own state standards, if applicable).

Demonstrate the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors.

Consistently gather a broad spectrum of resources and information and integrates it with prior knowledge and problem- solving strategies.

Proposes one or more solutions/hypotheses that indicate a deep comprehension of the problem and are sensitive to the ethical, logical, and cultural issues.

15

Project 2 Reflect critically on the content, methodologies and practices of the Bootstrap teaching practices.

Write computer programs using Bootstrap’s programming language.

Teach the Bootstrap curriculum to at least one class of students, with high fidelity.

Consistently gather a broad spectrum of resources and information and integrates it with prior knowledge and problem- solving strategies.

Proposes one or more solutions/hypotheses that indicate a deep comprehension of the problem and are sensitive to the ethical, logical, and cultural issues.

20

Final Project Integrate the Bootstrap curriculum and materials into your CS/IT, Mathematics or Math Applications classroom.

Reflect critically on the content, methodologies and practices of the Bootstrap teaching practices.

Anticipates and evaluates the effects of various design options

Makes design decisions based on rational criteria

Identifies solutions that are sensitive to content coverage, contextual and ethical/ cultural

25

Group Work Model explicitly the intersection of computer science knowledge and computational thinking practices in the math classroom.

Works actively as a member of the group

Provides useful ideas and participates in gathering information.

Contributes to the development of the

10




topic/solution.Participation (as defined above)

Take part in and add value to a community that provides support, guidance, and mentorship for other educators.

Participates in group meetings prepared to work.

Takes the initiative to contribute and offers relevant and ideas.

Listens to, shares with, and supports the efforts of others.

10

Attendance (as defined above)

Attends scheduled meetings and stays focused on the task and what needs to be done.

5

Methods: Class Structure: This hybrid course consists of: Three days of Professional Development, as part of the standard

Bootstrap:1 workshop. Two Saturday follow-up meetings. Successful delivery of the course in a classroom setting Delivery of pre- and post-tests with your students. Reviewing online course resources Reading and analyzing research articles Completing tasks that apply the concepts of the daily workshop. Homework: participation in an online discussion board, submitting

reflections on each unit of the curriculum, developing a scope & sequence, an op-ed article describing the value of an algebra and computer science curriculum to another teacher, a principal, or a parent, and an assessment project to demonstrate how you grade and evaluate student work.




Section 504 of the American with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, you may obtain adaptation recommendations from the UMass Boston Ross Center (508-287-7430). You need to present and discuss these recommendations with the instructor within a reasonable period, prior to the end of the Drop/Add period.

The University of Massachusetts Boston is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Ross Center in the campus center, room 2111. The phone number is 617-287-7430. For further information see: http://rosscenter.umb.edu

You are advised to retain a copy of this syllabus in your personal files for use when applying for future degrees, certification, licensure, or transfer of credit.

Students are required to adhere to the Code of Student Conduct, including requirements for the Academic Honesty Policy, delineated in the University of Massachusetts Boston Undergraduate Program Catalog.Each student in this course is expected to abide by the University of Massachusetts Boston Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work.

You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an email, an email attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. For more information see: www.umb.edu/admission/ugrad_catalog/plagiarism.html

Accommodations

Code of Student Conduct




This course is based on an intensive model that meets face-to face for 21 hours from February 16-18 and has components of online work throughout Spring 2015. All work is due on or before June 10, 2015. Lessons and Unit plans will be shared with educators on Project GUTS’ website; All teachers are contributing their works under the Creative Commons license to share and use with educators nationwide and internationally.

Activity Readings/DiscussionsProfessional Development(21 hrs)

Attend 3-day Bootstrap workshop (you may choose from any of the 3-day workshops listed at http://www.BootstrapWorld.org/workshops

Develop and submit a Scope & Sequence for your classroom this year, which integrates Bootstrap into your practice for the current semester.

“Critical Juncture Ahead! Proceed with Caution to Introduce the Concept of Function”

“Learning by Understanding: The Role of Multiple Representations in Learning Algebra”

Day 1 Share Scope and Sequence plans Group work: Practice-teach various lessons

from Units 1-5 Group work: Assess examples of student work Select topics for Project 1

Bootstrap Curriculum, Units 1-5

“Stuck in The Shallow End”

Day 2 Discuss Journal Reflections Presentations for Project 1 Group work: Practice-teach various lessons

from Units 6-8

Bootstrap Curriculum, Units 6-9

Course Schedule

http://www.bootstrapworld.org/workshops

10

Syllabus Template for Online or Blended Instructional Design CoursesCollege of Advancing and Professional Studies, University of Massachusetts Boston


Schanzer, E., (2016). Bootstrap:1, Units 1-9. All content may be freely downloaded at http://www.BootstrapWorld.org/materials/

Margolis, Jane (2008). Stuck in the Shallow End. Cambridge, MA, MIT Press. ISBN 978-0-262-13504-7

Ponce, G. A. (2007). Critical Juncture Ahead! Proceed with Caution to Introduce the Concept of Function. Mathematics Teacher. 101(2), 136-144

Brenner et al. (1997). Learning by Understanding: The Role of Multiple Representations in Learning Algebra. American Educational Research Journal. 34(4), 663-689

Bibliography

http://www.BootstrapWorld.org/materials/

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