Mathematics Lab Course, K-6EDNL 322-830Summer I, 2006Ms. Karen R. Chandler Office: 962-4038Education Building, Room 260 Home: 251-7656e-mail: [email protected] Description: Corequisite: EDN 322. Designed to provide students with supervised tutorial experiences with elementary school-aged children. Focus on observation of students, development of math lesson plans, math instruction for individual students, evaluation of student performance, interacting with parents, and reflecting on instructional performance.Conceptual Framework :The Watson School of Education strives to develop highly competent professionals to serve in educational leadership roles. EDNL 322, Math Laboratory, supports this framework through discussions, class activities, readings, field experience, Taskstream interactions and evaluations. These projects afford students the opportunity to develop the following competencies: Informed data driven decision making Reflective practice Commitment to ethical and professional standards Knowledge in academic content and pedagogy Technology integration Ability to meet needs of diverse learners Knowledge and use of appropriate communication strategiesIndividual student growth in these areas will result in educational practice that positively impacts learning.Objectives:1. Generate a synthesis of diagnostic data relevant to math instruction of a child.2. Demonstrate ability to make appropriate decisions regarding math lesson planning.3. Design activities to help a child develop concepts, learn number facts, and other math skills.4. Generate instructional sequences for those of the following which are appropriate:Classification Numeral formation Whole number algorithmsSeriation Place Value Basic fact masteryPatterning Basic Operations Money and timeConcept of number Fractions/decimals GraphingRote counting Intuitive Geometry Probability and StatisticsEstimation Measurement Problem solving5. Generate effective oral and written communication with parents and professional educators.6. Generate an analysis of strengths and areas for further development toward one’s own professional growth.Course Packet: Guide to Tutoring for Elementary MathematicsOnslow Extension CourseClass Activities1. Tutor a child for 8 hours.2. Generate written plans for each session including at least 1-2 objectives, lesson activities (at least 3) to meet the objectives, and reflections on effectiveness of your instruction.3. Lessons are to be submitted via Taskstream for pre-approval at least 24 hours in advance of each tutoring session.4. Participate in all lab class meetings.5. Design two assessments to use with your child:a) A diagnostic assessment to use during your first session. Attach the written description for the assessment and/or the child’s written product toyour first plan.b) An assessment of the child’s reasoning or problem solving abilities. 6. Incorporate a Piagetian assessment or a number facts assessment into your tutoring sessions.7. Incorporate your connections project into your tutoring if developmentally appropriate.8. Preview and use math software during at least one session.9. Write a reflection paper on your current professional status as a learner and teacher at the end of the course.GradingGrading will be based upon 100 points.A = 93-100 A- = 90-92B+ = 87-89 B = 83-86 B- = 80-82C+ = 77-79 C = 73-76 C- = 70-72D = 60-69 F = Below 60Quality of written plans/instruction 50 pointsLab Class Attendance 20 points1 absence = 15 pts. 2 absences = 10 pts. 3 absences = 5 pts.4 or more absences = 0 pts 2 tardies = 1 absenceAssessment Tasks (2) 10 pointsCompletion of 8 hours - plans and letter submitted 10 pointsReflection Paper 10 pointsPapers turned in late will have a penalty of one grade lower for each day the paper is late.CLASS DATESMonday, May 22 – 4:00-4:50Wednesday, May 24 – 4:00-4:50Wednesday, May 31 - 4:00-4:50Monday, June 5 – 4:00-4:50Monday, June 12 – 4:00-4:50Final Reflection Paper (1.5-2 typed pages) Due: June 19, 2006Reflect upon your tutoring experience:1. Describe your most rewarding lesson and why you found this to be rewarding.2. As you think about your future classroom with a large group of children rather than just one child, what have you learned from your tutoring experience that will be beneficial when teaching mathematics to a large class?3. What do you feel that you have yet to learn to be an effective teacher with a classof students in math?INTEGRATION OF TECHNOLOGYThrough completion of the projects described above, students will design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. This work will be done through the use of TaskStream, a web-based curriculum builder and portfolio toolset, and other technology resources. TaskStream:Beginning with the fall 2005 semester, the Watson School of Education requires that all education majors enrolled in methods courses maintain an active account on TaskStream. You are asked to maintain that account for the duration of your program with the Watson School of Education (www.taskstream.com). Students in these courses will use TaskStream to maintain a Professional Development Portfolio. This portfolio includes evidence of your work to demonstrate progress toward meeting exit requirements and professional standards. Your instructor will advise you on how to obtain this