ES 340-A Curriculum and Instruction / Math Syllabus
COURSE SUMMARY:
This course focuses on content and instructional expectations described in the Mathematics Framework for California Public Schools. A variety of strategies, instructional approaches, and assessment procedures will be emphasized in order to ensure the interns’ ability to develop, deliver, integrate, and regularly assess mathematics competencies. Practicum supervisors observe course content in practice to ensure that a strong connection exists between coursework and practice.
RATIONALE:
Graduates will develop an appreciation for mathematics and a robust skill set for transferring that appreciation of mathematics to the students, making mathematics accessible and comprehensible to all students, and effectively and equitably assessing student understanding of mathematics.
CORE LEARNING OUTCOMES (CLO):
Graduates have expertise in developing relevant and rigorous curriculum. Graduates design systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.
Graduates have expertise in the implementation of relevant and rigorous curriculum. Graduates implement systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.
Graduates sustain a practice of innovation and reform.
Graduates understand the power of research. They critically analyze and synthesize findings to support the development and implementation of rigorous and relevant curriculum and plans. Graduates develop and implement research to contribute to the wider body of knowledge as well as to reflect on and inform personal practice.
Graduates are collaborative, reflective practitioners who are committed to providing rigorous, relevant, and innovative educational experiences for all students.
Graduates have an understanding of the full range of service delivery options that their students might experience.
REQUIRED TEXTBOOK(S) and/or MATERIALS:
1. Title: Elementary and Middle School Mathematics, Teaching Developmentally
Edition: 6th ed or newer
Author: John Van De Walle
Publisher: Pearson
2. Supporting materials:
The California Framework for Mathematics (https://www.cde.ca.gov/ci/ma/cf/mathfwchapters.asp)
Electronic Device
Notebook
Pens/Pencils
STUDENT LEARNING OUTCOMES (SLO): Upon Completion of this course the student will:
To become familiar with the California Mathematics framework and Common Core content standards. Presentations, interviews and conversations will help facilitate this goal.
To develop an understanding of how to teach the concepts and relationships in mathematics conceptual knowledge .
To develop teaching methods that promote understanding of the symbolism rules and procedures of mathematics procedural knowledge.
To develop and practice appropriate strategies for Effective teaching of mathematics content.
To develop a positive attitude toward the teaching of mathematics.
To develop lesson plans and design a curricular unit built on what is learned in this course.
To consider the appropriate curricular accommodations for special needs and ELD students.
To reflect critically on issues such as the impact of technology and how to integrate it effectively into your unit design.
POLICIES
Attendance and Tardy Policy
Students must sign in for each class session. Attendance is mandatory, and on-time attendance is expected at all scheduled class sessions. Any absence will cause you to miss a significant amount of the course. You are at risk of having to retake the course, regardless of points, if you do not meet the attendance standards. Failure to attend class or arriving late may impact your ability to achieve course objectives, which may affect your course grade and passage of the course.
Professional Conduct
Students and Staff agree to treat one another with mutual trust and respect, promote the success of the individual and the group as a whole, and refrain from behavior that is disruptive, offensive or reflects bias of any kind. All members of this learning community agree to maintain personal and academic integrity including refraining from plagiarism.
Student Responsibilities and Expectations
Be an active listener and participant
Complete required readings and assignments
Be prepared to participate in class discussions and activities
Self-monitor participation in group discussions, including using the Norms of Collaboration (pausing, paraphrasing, probing, putting ideas on the table, paying attention to self and others, presuming positive intentions, pursuing a balance between advocacy and inquiry)
Cell phones should be silenced during class.
Electronics will be used to access materials needed for course content only
Notify the instructor prior to class if you will be absent for any reason
METHODS / EVALUATIONS / GRADING PROCEDURES:
Participation and Discussion
Discussion and participation are of utmost importance in your growth as well as the growth of your peers. Emphasis will be placed on your understanding of the readings and implications for your discipline.
Reflecting on Activities and Readings from the text with classroom sharing
Students are expected to come to class ready to discuss the ideas put forth in the readings for that week. Students should write what from their reading they feel is significant for discussion. Though students may wish to discuss a less significant detail, the focus should be on the main ideas the author is emphasizing. Students may bring questions, quotes, personal comments, as well as connections/disconnections between the ideas they read about and what they see in their field. Reading assignments will use a Jigsaw format. Each class has a reading assignment and reflection.
Model Lesson Plan (Begin Week 6) and Model Lesson Delivery (Weeks 8-10)
Students will be asked to prepare and teach a lesson to the class and write up the planning and execution of the lesson. The student will then present to the class the process followed, experiences, and what was learned during the process about the children and the instruction.
Craft a one page pre-plan of the why, how and what of your lesson, focusing on the content of the assigned chapter from Van de Walle (Section II), how it pertains to your demographic of students, as well as the instructional strategies you plan to implement to our class of teachers. Are the students mainstreamed and what strategies would be used to support access to core curriculum. Include any pertinent background information ie: language status and acculturation of students.
Please think about the following when creating this lesson. The lesson should:
Exhibit an effort to make curriculum accessible to students with special needs through collaboration, co-teaching, and consultation with the instructional team.
Show familiarity with the mathematics framework and/or content standards.
Reflect the readings and ideas you are being asked to think about in this class as well as your other teacher education coursework.
Components for Model Lesson (things to include in the write-up):
Outline of the lesson (how it fits in the week long context)
Technology used if any
Before, During and After phases of the lesson
Assessment (pre and post) used
Student pages (copies of textbook OK)
One to two pages presenting the process you followed, your experiences, and what you learned during the process about your students and your teaching.
Lesson Plan (see outline below or what you use in your district)
Lesson Plan Title: Topic: The topic names or describes the subject under study such as number sense, fractions, and so forth. Learning Goal(s)/Target(s) (Why are you doing this lesson?): This is a statement that identifies your learning goal for the students. What do you want students to know, understand, or be able to do at the end of the lesson? This could be a concept, a skill, or a number fact. Language Objective/Goals: How will the language needs be met for your English Language Learners? What are your students’ language levels? Common Core State Standard (CCSS): What standard will you be basing this lesson/task off of? How does the lesson align with the above-mentioned standard? Materials: What equipment or materials are necessary for completion of this activity? Procedure: Step by step procedures are described from introduction to closure with formative assessment strategies infused throughout. Discussion: While the best discussions arise spontaneously from learners engaged in the experience, it is crucial that teachers anticipate and plan for further discussion and interaction through a series of well-designed questions. This section should provide questions that assist in the promotion of all levels of thinking including potential questions to which we may not know the answers. Closure: How will you wrap up the activity? Reflection (Extremely important): When teachers ask questions of students, listen to responses, and probe for understanding, they are engaged in facilitating learning and evaluation. During the process of investigating kids’ understanding, teachers also develop the ability to question better. When teachers discover what students do not know or the misconceptions they have of the instructional material already “presented”, the sense of “we already did that, they should know it”, is suddenly questionable. While the discovery is sometimes discouraging, we are able to grow when we realize that teaching is not the same as ‘telling”. In considering self- and student-evaluation, include what evidence you would examine (product) and what kind of explanation would be appropriate. |
Model Lesson Scoring Rubric
Major Focus | Components | Points |
Planning and Execution of Lesson Document (1 page lesson write up) |
| 25 |
Access |
| |
Mathematics |
| |
Lesson Plan |
| 15 |
| Total | _____/40 |
Grading Scale and Description
Your grade in this course will be based on the following criteria:
Attendance/Participation (10) | 5 pts/class = 50 points |
Reading & Activity discussions/responses (6) | 10 pts/response = 60 points |
Model Lesson Plan (Weeks 7-8) | 40 points |
Model Lesson Delivery (Weeks 9-10) | 50 points |
Total = | 200 Points |
Grades: A= 90%-100%, B= 80%-89%, C= 70%-79%, D= 60%-69%, F= below 60%
Special Considerations Policy
Any student in this course who has a disability that prevents the fullest expression of his/her abilities should contact the instructor as soon as possible so that reasonable accommodations can be made.
DISABILITY STATEMENT:
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disability. If you believe you have a disability requiring an accommodation please contact our office. We are located at the Merced County Office of Education Complex, 632 W. 13th Street, Merced CA in Building H or call (209) 381-5976.
COURSE SCHEDULE
Week 1
Date | Topic, Activities, and/or Assignments for Session | Alignment with CLO & SLO |
| CLO #4, 5 SLO #1 |
Week 2
Date | Topic, Activities, and/or Assignments for Session | Alignment with CLO & SLO |
| CLO #3, 5 SLO #4, 5 |
Week 3
Date | Topic, Activities, and/or Assignments for Session | Alignment with CLO & SLO |
| CLO #2 SLO #2 |
Week 4
Date | Topic, Activities, and/or Assignments for Session | Alignment with CLO & SLO |
| CLO #2, 3 SLO #2, 4, 5 |
Week 5
Date | Topic, Activities, and/or Assignments for Session | Alignment with CLO & SLO |
| CLO #2,3,5 SLO #1,4,5 |
Week 6
Date | Topic, Activities, and/or Assignments for Session | Alignment with CLO & SLO |
| CLO #2,3,5 SLO #1,4,5 |
Week 7
Date | Topic, Activities, and/or Assignments for Session | Alignment with CLO & SLO |
| CLO #1,2,4,5 SLO #1,2,4,6,7 |
Week 8
Date | Topic, Activities, and/or Assignments for Session | Alignment with CLO & SLO |
| CLO #1,2,4,5 SLO #1,2,4,6,7 |
Week 9
Date | Topic, Activities, and/or Assignments for Session | Alignment with CLO & SLO |
Lesson Presentations | CLO #2, 3 SLO #4, 6 |
Week 10
Date | Topic, Activities, and/or Assignments for Session | Alignment with CLO & SLO |
Lesson Presentations | CLO #2, 3 SLO #4, 6 |
EXPECTATIONS AND STANDARDS:
SLO | Teacher Performance Expectations (TPE) | ISTE Standards For Educators | Program Standards | Specialty Standards |
| TPE #: 1, 2, 4, 6, 7 | 2a, 3c, 4b, 4c, 6a | PS 13 | MM 5 MS 4 |
| TPE #: 1, 2, 3, 4, 6, 7 | 5a,b,c | PS 13 | MM 5 MS 4 |
| TPE #: 1, 2, 4, 5, 6, 7 | 5a,b,c | PS 13 | MM 5 MS 4 |
| TPE #: 1, 2, 4, 5, 6, 7 | 5a,b,c | PS 13 | MM 3 MS 4 |
| TPE #: 1, 4, 5, 6, 7, 9, 11 | 3a, 6a | PS 13 | MM 3 MS 4 |
| TPE #: 1, 2, 3, 4, 5, 6, 7, 9, 10 | 5a,b,c | PS 13 | MM 3 MM 5 MS 4 |
| TPE #: 1, 2, 4, 5, 6, 7, 9 | 5a,b,c 7a,b,c | PS 13 | MM 3 MM 5 MS 4 |
| TPE #: 3, 4, 5, 10 | 5a,b,c 7a,b,c 2a,b,c | PS 13 | MM 5 MS 4 |
Program Design Standards:
PS 1: Program Design, Rationale and Coordination
PS 2: Professional, Legal and Ethical Practices
PS 3: Education Diverse Learners
PS 4: Effective Communication and Collaborative Partnerships
PS 5: Assessment of Students
PS 6: Using Educational and Assistive Technology
PS 7: Transition and Transitional Planning
Preliminary Teaching Standards
PS 9: Preparation to Teach Reading/Language Arts
PS10: Preparation to Teach English Language Learners
PS11: Typical and Atypical Development
PS12: Behavioral, Social, and Environmental Supports for Learning
PS13: Curriculum and Instruction of Students with Disabilities
PS14: Creating Healthy Learning Environments
PS15: Field Experience in a Broad Range of Service Delivery Options
PS16: Assessment of Candidate Performance
Specialty Standards – Mild/Moderate:
MM1: Characteristics of Students with Mild/Moderate Disabilities
MM2: Assessment and Evaluation of Students with Mild/Moderate Disabilities
MM3: Planning and Implementing Mild/Moderate Curriculum Instruction
MM4: Positive Behavior Support
MM5: Specific Instructional Strategies for Students with Mild/Moderate Disabilities
MM6: Case Management
Specialty Standards – Moderate/Severe:
MS1: Learning Characteristics of Individuals with Moderate/Severe Disabilities
MS2: Communication Skills
MS3: Developing Social Interaction Skills and Facilitating Social Context
MS4: Assessment, Program Planning and Instruction
MS5: Movement, Mobility, Sensory and Specialized Health Care
MS6: Positive Behavioral Support
MS7: Transition and Transitional Planning
MS8: Augmentative and Alternative Communication
ISTE Standards for Educators
Learner
Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators:
Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
Pursue professional interests by creating and actively participating in local and global learning networks.
Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
2. Leader
Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators:
Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
3. Citizen
Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators:
Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.
Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
Mentor students in the safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.
Model and promote management of personal data and digital identity and protect student data privacy.
4. Collaborator
Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators:
Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.
Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
Use collaborative tools to expand students’ authentic, real- world learning experiences by engaging virtually with experts, teams and students, locally and globally.
Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.
5. Designer
Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators:
Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
6. Facilitator
Educators facilitate learning with technology to support student achievement of the 2016 ISTE Standards for Students. Educators:
Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
7. Analyst
Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators:
Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.
Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.