COURSE SYLLABUS Fall 2012 Conceptual Framework: Preparing candidates to become effective practitioners, caring leaders and lifelong

learners" Course Title: Mathematics in the Elementary School I Course Number: ELED 3310 Credit Hours: 3 Location: Foster 13 Class Hours: 11:00-11:50 Monday, Wednesday, Friday Instructor: Ellen Cashion Office Location: Foster 8 Office Hours: Monday, Wednesday 8:00-8:30, 1:00-2:00 Friday 8:00-10:00 Phone: Office: 977-7024 Email: ecashion@ngu.edu Home: ecinsc@bellsouth.net Teacher Education at North Greenville University AIM-The teacher education program at North Greenville University, a Christ-centered institution prepares teacher candidates to become effective practitioners, caring leaders, and lifelong learners in a diverse, changing society. Every course within the division is designed to meet objectives aligned with the aim of the teacher education program. The vision, mission, aim and philosophy, along with unit outcomes and candidate proficiencies are articulated in the divisions Conceptual Framework. As presented in the framework, teacher candidates who are successful teachers are Effective Practitioners, Caring Leaders, and Lifelong Learners. The objectives in this course are designed to develop your competencies as you work toward these goals. Course Description: Content, materials, methods and assessment for teaching the following strands in the elementary school: number sense; counting, early benchmarks, and place value; and operations: meaning and basic facts. A constructivist approach to mathematics education which emphasizes problem solving, reasoning, and communicating mathematically is stressed. Three class hours per week. Three semester hours credit.

Course Rationale:

This course is designed to introduce the learner to a wide variety of 2-5 math materials, teaching strategies, methods, and basic math properties that will enable the learner to teach elementary math concepts more effectively. Reys, Helping Children Learn Mathematics 10th Edition, John Wiley & Sons, Inc. ETA: HOT/Hands on Teaching Strategies For Using Math

Textbook:

Course Objectives:

See the attached matrix

Methods of Presentation: Students will be provided with opportunities to complete the major course objectives for each course content area. Methods for achieving these objectives will include: Acquisition of information from: 1. Class lectures 2. Assigned readings 3. Class discussions in large and small cooperative learning groups 4. Multi-media presentations 5. Guest lectures 6. Elementary classroom observations 7. Demonstration lessons 8. Peer observations of lessons

Demonstration of knowledge, understanding, application of course content through: 1. Class participation 2. Completion of reading assignments in text, journals, and related books 3. Formal tests and evaluations 4. Formal class presentations and assigned topics 5. Collaborative projects 6. Simulated lessons 7. Class work 8. Daily group work 9. APA style of writing Class Attendance: Students are expected to attend class at the same high level of commitment as would be expected in a teaching position. Students are allowed 3 absences in the class. Absences should be for emergencies only.

Professional Dispositions: Students will meet the standard of professionalism outline in the Assessment of Dispositions. (See attached form) Disability Policy: Any student who needs special accommodations due to diagnosed disability must notify the professor and provide documentation concerning the disability within the first two weeks of the semester.

EEDA:

Education and Economics Development Act

Preparation of candidates in this course is addressed through class presentations of elementary Mathematics methods that will meet the needs of diverse learners; writing of lesson plans that include accommodations for special needs students and different learning styles. Ways thinking skills, personal qualities such as character traits, technology competencies, and recognizing differences in learning styles will be addressed related to the teaching of elementary language arts. (5) Contextual teaching, (6) Cooperative Learning, (7)Diverse learning styles.

Diversity:

Diversity issues are addressed in this course through assigned public school placements and with reflections and class discussions. Written work is expected to be at the same level as you would expect from a teaching professional. All work should be in APA style and free of errors. If you submit work with significant errors you will be referred to the Writing Laboratory for consultation and you will be required to document your attendance with the writing lab staff. Oral communications is expected to be at the same level as you would expect from a teaching professional. All presentations should be clear, concise, upbeat, and free of grammatical errors. Content and teaching methodology should be addressed in a enthusiastic, demonstrative manner. If significant errors are noted you will be referred to your advisor for consultation and prepare a plan for improving your oral skills. Written assignments are paced throughout the semester and are to be turned in by noon each Friday. Failure to turn in work on time will be penalized by a reduction in the grade for each week you are late. You will be allowed one late pass. If you do not use the late pass, extra credit will be earned.

Written Work:

Oral communications:

Late Policy:

Student Evaluation of Instruction: The Student Evaluation of Instruction (SEOI) is distributed each semester for each course. This evaluation is a requirement for the completion of each course. Even though student participation SEOI will not directly affect the students grade, each student must complete a SEOI for each semester course in order to obtain an EXAM PASS for that semester. Every student will receive an email each semester sent to the students NGU email account containing the link to the SEOI for each course a student is taking. Following the link to complete the evaluation and print the verification page once the evaluation is completed. All student responses are confidential. Field Experiences:

This class is part of the cohort groups that are in the field on Tuesday or Thursday mornings from 8:00 to 11:00am.

Assignments and Assessments: A. Mid-term (10%)and Final Exam (20%of the final grade) - There will be a mid-term and a final exam on the mathematics concepts and teaching techniques presented in class. Quizzes (50% of final grade) - A quiz will follow about every two chapters in the text. Resource File (10% of final grade) All students will prepare and present to the class a resource file that will include the following materials: 1. Lesson plans 2. Trade book titles or literature selections and how they relate to math concepts 3. South Carolina Mathematics Standards 4. AIMS activities 5. Age appropriate lesson plans 6. Current math articles 7. Current math research 8. Titles and descriptions of math related computer software 9. All class handouts related to the teaching of specific math skills 10. Math games with grade levels listed 11. List of math manipulatives 12. Vender catalogs 13. Assessment and evaluation forms 14. Addresses and information related professional organizations 15. Listings of Web Sites with math lessons, plans, games, and/or ideas Reflective Journal and Article Summary with Reaction (10% of final grade) Each student in this course will be required to complete two journal entries that will include specific information about the previously studied two chapters and submit four article reviews with reactions about a topic discussed in those same two previously studied chapters.

B. C.

D.

Grading Scale: A: 93-100, B:85-92, C:77-84, D: 69-76, F: Below 69.

Calendar of Topics

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Aug. 15 Aug 20 Aug. 22 Aug. 27 Aug. 29 Sept. 3 Sept.5 Sept. 10 Sept. 12 Sept. 17 Sept. 19 Sept. 24 Sept. 26 Oct. 1 Oct. 3 Oct. 8-9 Oct. 10 Oct. 15 Oct. 17 Oct. 22 Oct. 24 Oct. 29 Oct. 31 Nov. 5 Nov. 7 Nov. 12 Nov. 14 Nov. 19 Nov. 21-23 Nov. 26 Nov. 28 Nov. 30 Friday

Syllabus and introduction to class Chapter 1 Chapter 1 Chapter 2 Chapter 2 LABOR DAY HOLIDAY Test Chapters 1 & 2 Curriculum Lab Global Education Day Chapter 3 Chapter 3 and 4 Chapter 4 Test chapters 3 and 4 Midterm, Chapter 5 Work on lesson plans FALL BREAK Chapter 5 Chapter 6 Chapter 6 Test on Chapters 5 and 6 Chapter 7 Chapter 8 Seasonal Activity Test on Chapters 7 and 8 Chapter 9 Chapter 9 Test on Chapter 9 File Box work day THANKSGIVING HOLIDAYS File Box presentations Exam review 2:00 EXAM Reflective Article due on Chapters 6, 7, & 8 Reflective Article due on Chapters 3, 4, or 5 Reflective Article due on Chapters 1 & 2

REFERENCES

Ameis, Jerry A. and Jazlin V. Ebenezer. Mathematics on in Internet A Resource for K-12 Teachers (second edition). (New Jersey: Merrill Prentice Hall), 2002. Buckleitner, Warren. ATech Notebook - Math Motivators.@ Instructor. (April, 2000), pp.66-68. Burns, Marilyn. AMaking Sense of the Math Standards.@ Creative Classroom. (March/April, Burns, Marilyn. Math For Smarty Pants. (New York: Scholastic). 1982. Burns, Marilyn. AMath In Action.@ Instructor. (January/February, 1998), pp.86-87. Craine, Renate and Goeffrey. ASix Ways to Boost Kids= Brain Power.@ Creative Classroom. (March/April, 2000), pp. 59-60. Feder-Feitel, Lisa. ARubrics Are Red Hot!@ Creative Classroom. (November/December, Frank, Marjorie. AThe Long and Short of It.@ Creative Classroom. (November/December, Krech, Bob. AThe Delicious Shape Shop.@ Instructor. (November/December, 1999), pp. 12-13. Krech, Bob. AFun Review of Basic Math Facts.@ Instructor. (August, 2000), p. 44. Krech, Bob. AMake Time For Tune-Ups.@ Instructor. (March, 1999), pp.11-12. Krech, Bob. AModel With Manipulatives.@ Instructor. (April, 2000), p.6. Maroney, PhD, Sharon A.. ASpecial Resources for Special Needs.@ Instructor. (October, 2000), p.16. 2000), pp. 54-56. 2000), pp. 66-67. 2000), pp. 40-44. 80.

Nye, Bill. ATech for Learning Question & Answers on ...Being Inventive with Technology.@ Creative Classroom. (November/December, 2000), p. 60. Priestley, Michael. A10 Tips for Higher Test Scores.@ Instructor. (October. 2000), pp.30-31. Sheffied, Stephanie and Rusty Bresser. AEven, Steven!@ Creative Classroom. (January/ February, 2000), pp. 80-81. Sheffied, Stephanie and Rusty Bresser. AGot a Minute?@ Creative Classroom. (March/April, Slavin, Steve. All the Math Youll Ever Need. USA: John Wiley & Sons. Inc., 1999. Turner, Ed.D. Nancy DIsa and MaryAnn Traxler, Ph.D. Childrens Literature for the Primary Inclusive Classroom. USA: Delmar Publishing, 2000. Childrens Literature McKissack, Patricia C. A Million FishMore or Less. (New York: Random House) 1992. Schmandt-Besserat, Denise. The History of Counting. (New York: Scholastic, Inc.) 1999. Scieszka, Jon and Lane Smith. Math Curse. (New York: Viking Press) 1995. Silverstein, Shel. A Giraffe and a Half. (USA: Harper Collins Publishers) 1964. Tang, Greg. The Grapes of Math. (New York: Scholastic, Inc.) 2001. 2000). p. 75.

ELED 3310: Mathematics In The Elementary School I Student Learner Outcomes and alignment to Teacher Education Programs Conceptual Framework: ELED 3310 ELED 3310 Outcome 1 Effective Practitioner Math Methods 1 Proficiency 1.A. Candidate understands content of his/her field of practice. (APS5, APS6, I. 1, A. 2.3)

Objective 1.A.1 Candidate demonstrates an understanding of content within the field of practice. 1.A.2. The candidate integrates content across the curriculum

Criteria Demonstrates accurate, in-depth knowledge of subject matter in planning, implementing and assessing instructional activities. Incorporates interdisciplinary approaches to teaching and learning into instructional activities Provides for integration of content across disciplinary boundaries in lessons and unit plans. Uses material that goes beyond the textbook(s) to other sources, such as original works or documents, that ensure comprehensive and accurate presentations of content Uses material that goes beyond the textbook(s) to other sources, such as original works or documents, that ensure comprehensive and accurate presentations of content Understands the role of curriculum standards

Assessment Completion of lesson plans and simulated lessons Completion of lesson plans

Completion of lesson plans and simulated lesson Completion of lesson plans and resource file box

1.B. The candidate communicates subject matter effectively. (APS4, APS6, I. 6, A. 3.5)

1.B.1. The candidate provides content from multiple sources and in varied formats that expose students to a variety of intellectual, social and cultural perspectives.

Completion of lesson plans and resource file box

1.C. The candidate understands the interrelationship of educational purposes, curriculum, instruction and assessment. (APS1, APS2, APS3, I. 3, 7, 8, A. 3.1, 4)

1.C.1. The candidate uses curriculum that is based on state and national curriculum standards.

Completion of lesson plans

1.C.2. The candidate develops long and short range plans that reflect an understanding of the importance of aligning curriculum, instruction, and assessment with the purposes of education.

Plans for instruction indicate which standards are being addressed

Completion of lesson plans

1.D. The candidate understands how diversity, human development, and intelligence affect

1.D.2 The candidate plans, facilitates and evaluates learning activities that accommodate individual

Instructional plans show the alignment of instruction and assessment activities to objectives based on curriculum standards Short-range plans for instruction and assessment indicate how these factors are taken into account in planning, implementing and evaluating

Completion of lesson plans

Completion of lesson plans

teaching and learning. (APS1,APS4, I. 2.3, A. 3.2)

differences with regard to diversity, human development and type of intelligence

instruction by describing the specific accommodations to be made..

Plans set expectations for performance that are appropriately high for all students, depending on ability levels. Assessment strategies are appropriate for students abilities and developmental levels Plans build on students prior learning and development. Resources, materials, and technologies used are chosen with a view to presenting information from a variety of cultural perspectives and in a variety of formats to meet learners needs and interests. Instructional strategies used accommodate differences in rates of learning and learning styles Displays proficient use of appropriate techniques, models, methods, materials, and/or resources in a logical sequence for teaching and learning.

Completion of lesson plans

Completion of lesson plans

Completion of lesson plans Completion of lesson plans

Completion of lesson plans

2 Nurturing and caring leader

1.F. The candidate uses a variety of effective instructional techniques, models, methods, materials and resources in a logical sequence for teaching and learning. (APS2, APS5,APS6,APS7, APS9, I. 4, A. 1, 3.2, 3.3) 2.B. The candidate respects, values, and holds high expectations for all students. (APS4, I. 5, A. 1, 3.2)

1.F.1. The candidate uses a variety of instructional techniques, models, methods, materials, and resources in a logical sequence for teaching and learning.

Tests, lesson plans, and resource file box

2.B.2. The candidate uses methods of instruction that emphasize critical thinking and flexible approaches to problems.

Provides all students an opportunity to develop critical thinking and problemsolving skills through instructional activities that include problems or questions in which there is no clear answer or single accepted solution Provides instructional activities and assessments that address all levels of the Taxonomy of Objectives for the Cognitive Domain (Bloom et al) Provides instructional activities and assessments that address all levels of the Taxonomy of Objectives for the Cognitive Domain (Bloom et al) Provides opportunities for

Tests and completion of lesson plans

Tests and completion of lesson plans

Completion of lesson plans

Completion of

students to use analytical, practical and creative thinking

lesson plans

Creates activities that require students to research, explore and evaluate a variety of ideas from multiple perspectives. 3 Lifelong learner 3.B.Candidate uses technology as a tool for professional growth (APS1, APS10, I. 9, A. 5.1, 5.2) 3.C. The candidate models inquiry and reflection (APS5, APS7, I. 6, 10, A. 5.1, 5.2) 3.B.2 Candidate uses technology to facilitate engagement in scholarly activity Identifies technology-based opportunities for professional education and lifelonglearning, including the use of distance education. Demonstrates understanding of various approaches to inquiry

Completion of lesson plans

Completion of lesson plans and resource file box

3.C.1. The candidate uses various approaches to inquiry

Tests, and completion of lesson plan

3.C.2. The candidate engages in reflective practice, individually and collaboratively, to facilitate learning.

Incorporates a variety of inquiry strategies into his or her practice, both for personal growth and for enhancing the learning of students Uses research from a variety of sources to improve practice Uses action research as a tool for systematic investigation and improvement of practice. Work samples indicate a selfevaluation of the successes or failures of the instructional process and plans for improvement. Regularly and systematically examines assumptions, beliefs, theories and values in relation to practice, both individually and collaboratively Continually seeks greater congruency between espoused theories and theories in use.

Tests and completion of lesson plan

Tests and Reflection journal Reflection journal

Reflection journal

Tests and reflective journal

Tests and reflective journal