Education 220: Changing Pedagogies in Math and Science
Course Play by Play
Wk 1 (8.31.05): Lecture: Prof. Paul Grobstein
The Importance of Process in Science, the Brain, and Education:
Motivations, Ambitions, and Experiences vis a vis Science as Story Telling in Action
http://serendip.brynmawr.edu/reflections/brained/31aug05
Reflection:
Praxis Field Placement information, forms with Ms. Nell Anderson, Praxis Program Director.
Concept map about teaching.
Lesson plans: traditional and research based in science and math.
Science: lessons on reflection and mirrors
á Science 1 (html), Science 1 (word)
á Science 2 (html), Science 2 (word)
Math: lessons on factoring
á Math 1 (html), Math 1 (word)
á Math 2 (html), Math 2 (word)
Hw for next week: Read Ch 1 of How People Learn; either from Blackboard (see Readings) or from National Academies Press web page http://www.nap.edu/openbook/0309070368/html/
Finish Concept map about teaching and bring it to class; we will have a concept map exhibit and walk through.
Write two short essays (1-2 pages each): one about a good learning experience, one about a poor learning experience. What made the experience good or poor? Post this on Blackboard by Tuesday Sept 6 at 3pm (instructions will be emailed to you). Bring hard copies of your papers to class.
Take the Myers-Brigs on line test (http://www.humanmetrics.com/cgi-win/JTypes1.htm) and then read about your type at http://typelogic.com .
Bring back forms (filled in) with your schedule and other information for Praxis placement for Nell Anderson.
Wk 2 (9.7.05): Presentation by Prof. Feden and Prof. Pomeroy on modalities, personality types, learning styles; Myers Ð Brigs test.
Hw for next week:
Read: Watson Ð Konicek article (Hot Hats).
Paper comparing/contrasting the two lesson plans from the perspectives of the first two weeks material (How People Learn, Grobstein, modalities, etc).
Interview faculty member in a course you are now taking: ask for a misconception that the faculty member has noticed that the students in the class often have. One page paper.
Read four of your classmates good/bad papers (who were not in your discussion group in class) from Blackboard (assuming Blackboard gets fixed). (New assignment not initially on syllabus matrix). Look for evidence of evidence to support their discussion (i.e. particular examples).
Wk 3 (9.14.05): Misconceptions and Key Concepts
- Prof Neal Williams, Biology, Bryn Mawr. (html version of presentation, pdf )
- Prof. Alex Norquist, Chemistry, Haverford.(html version of presentation, pdf )
Reflection Session: Discussion of Faculty interview about misconceptions, about Hot Hats article. Placement information with Ms. Anderson.
Hw for next week:
Read: The virtues of not knowing by Duckworth and
Inside the black box by Black et Wiliam.
Note: The
Duckworth article is a new reading not listed on the original syllabus matrix.
Wk 4 (9.21.05):
- Formative Assessment presentation by Prof. Donnay. Math Questions 1.pdf, 2.pdf
- Prof. Suzanne Amador, Physics, Haverford. Examination of research studying the effectiveness of new pedagogical methods (html version of presentations, pdf version).
- Readings on Physics Education Research (see Blackboard site):
o An integrated way to teach introductory physics to at-risk students at Rutgers
o Peer instruction at Harvard
o Classroom demonstrations: learning tools or entertainment.
Reflection session:
- Quick read of each otherÕs papers and feedback (to be followed by self-evaluation of your own paper and finally looking at instructorÕs comments).
- Journal of placement: Observations/ Reflections.
- Etiquette for classroom visits
HW for next week:
- 2-3 page paper describing the setting of your school . (If your placement was delayed, submit this when you have done your first visit).
- find 2 articles about No Child Left Behind and post them to our class Blackboard site (instructions to follow). For each article, include a one paragraph summary of what the article deals with. (Note: on syllabus matrix, I asked for a half-page summary. So make your summary half-page for each article).
- Readings: Glen Commission report, TIMSS study. (to be posted on Blackboard very soon).
Wk 5 (9.28.05) :
- History of math/science reform initiatives over the past 50 years; model of how status of previous knowledge effects new learning: Prof. Pomeroy.
- NCLB act; Prof. Donnay (html version of presentation; pdf version of presentation).
Reflection session:
- Placement forms, etc update with Nell Anderson.
- Small group discussion of your placement setting, experience so far.
- List of ways students are working to help their host teacher.
Hw for next week:
- Readings:
o Mathematics and Democracy
o Science for All Americans (by the AAAS)
o The New Science Literacy: Using Language Skills to help students learn science.
- 2-4 page
paper compare/contrast paper on lesson plans from the perspective of:
o
Key (i.e. big, main,
major) ideas as an organizing principle that supports learning.
o
Previous knowledge and
misconceptions
o
Formative Assessment
o
Metacognition (i.e. the
learner being aware of their own learning; mentioned in Formative Assessment
session and in How People Learn).
- Fieldwork - How does your teacher learn about what the children understand and can do? Think about this in your placement and include it in your journal. We will discuss this in reflection session.
Changes in Homework:
- Rather than collecting and reviewing your journals next week, we will do this after you return from fall break so as to give people some time to get started with their placements.
- Science Literacy (Prof. Pomeroy)
- Math Literacy (Mr. Joe Merlino, Principle Investigator, Math Science Partnership of Greater Philadelphia Ð MSPGP).
Reflection Session:
- Examples from your placements of a learning activity: What was the concept? What were the skills? Did the students get ÔitÕ or not? What was the evidence? What was the ÔitÕ?
- Feedback on Settings paper: covered the main points of setting (neighborhood, school building, classroom, teacher, students). Room for improvement: describe what is observed in non-judgmental way. Certain words (good, nice) can carry value judgments. Try to describe by example and evidence what is meant by these terms.
Readings:
- How Students Learn:
o Introduction (if you have not already read this; a good review of the key concepts from How People Learn).
o Math: Ch. 5 and 7
o Science: Ch. 9 and 11
-
Field Placment:
- Hand in your field journal to Prof. Donnay on Tuesday afternoon or on Wed afternoon (after you have written up your placement from that day). Your journal will be returned asap so you will have it for your next field visit.
Wk 7 (10. 19.05):
Secondary Science and Math Reform:
Dr. Dave Smith, Director of Professional Development, DaVinci Discovery Center, Science Inquiry presentation.
Ms.
Reggie Keller, former Mathematics
Supervisor of the Wallingford-Swarthmore School District. Handouts about
Interactive Math Program (IMP) on blackboard under readings. See http://www2.edc.org/mcc/about.asp
for information about NSF supported reform math curriculum.
HW:
Readings:
- How Students Learn:
o Math: Ch. 6
o
Science: Ch. 10
- Elementary Math Articles:
á PiMan: a constructivist experience of math learning.
á BunnyMath: how students of all achievement levels can excel at undertaking challenging mathematical thinking.
Paper (2-4 pages): Teacher interview due 10.26.05
Paper (3-5 pages):
Analysis of classroom lesson due 11.02.05
Wk 8
(10. 26. 05):
Elementary
Math and Science Reform:
Ms.
Donna Cleland, Assistant Director for Science Education, MSPGP
Ms.
Lizzie Gallagher, Elementary Teacher in Haverford School District.
HW:
Readings:
- How Students Learn:
o Math: Ch. 8
o
Science: Ch. 12
Paper (3-5 pages):
Analysis of classroom lesson due 11.02.05
School District Opportunities:
Monday,
Oct. 31, Haverford High School, In-Service on Formative Assessment from 1-3pm
with Dylan Wiliam, author of Inside the Black Box.
Tuesday Nov. 8th, Haverford High School, In-Service day with various sessions. Formative Assessment from 8am Ð 1pm that I will be helping to facilitate.
Monday, Nov 17th, Everyday Math night for elementary school parents at Lynnewood elementary school, 6-8:30 pm.
NCLB National Testing:
NAEP test for nation shows that progress in math achievement has slowed under NCLB.
NATIONAL | October 20, 2005 . Link below to NY Times article.
Bush Education Law Shows Mixed Results in First Test
By SAM DILLON
Even supporters are disappointed with the results of the first nationwide test to appraise President Bush's education law.
Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future:
The report, which was commissioned at the bipartisan request of U.S. House and Senate members, http://www.house.gov/science/press/109/109-143.htm warns that unless significant investment and effort are dedicated to transforming math and science education in the United States, the country risks losing its privileged status as the world's technological, scientific, and economic leader. The press release and link to the full 504 page report can be found at: http://www4.nationalacademies.org/news.nsf/isbn/0309100399?OpenDocument
For a 12 page executive summary, go to http://www.nap.edu/execsumm_pdf/11463.pdf
In light of these reports, our next gathering assumes renewed urgency:
Wk 9 (11. 02. 05):
College Math
and Science Reform:
Professor Jeff Tecosky-Feldman, Haverford College, Mathematics.
Dr. Michelle Francl, Bryn Mawr College, Chemistry.
Reflections: Jig-saw with Teacher Interviews
Sharing important ideas from readings with other discipline.
HW for 11.09.05:
- Read 3 papers on Lesson Analysis from Placement. Review them using this rubric sheet . Email the author your reviews.
- When you have done the other peopleÕs papers, then review your own paper.
- Put your 4 reviews into one word file and post them on the group:Reviews.
Readings for 11.09.05: Knowing and Teaching Elementary Mathematics by Liping Ma. Introduction and Chapter 1.
For 11.16.05, continue with reading Ch 6 and Ch 7.
Wk 10 (11. 09. 05):
Lessons from international classrooms: the TIMSS Video Study Ð a Japanese classroom.
What was the goal of the lesson? How did what you see relate to material from the course? What else caught your attention?
Reflection:
- Discussion of peer and self assessment. What did you learn from reading other peopleÕs papers (peer assessment)? How did that effect your reading of your own paper (self assessment)?
- Case Study: Tell a story about your placement. Use your earlier essays from throughout the semester to support your story.
Rubric: What goes into making a good case study? To be continued next week.
Reading: Knowing and Teaching Elementary Mathematics by Liping Ma. Ch 6 and Ch 7. I will rescan the readings.
Essay: Collect data on your district and schoolÕs performance on the PSSA and discuss what this data shows in a 2-4 page paper due next week. Try for Tuesday.
See http://www.paayp.com/ for information; also see Prof. DonnayÕs power point presentation on NCLB. (html version of presentation; pdf version of presentation).
Wk 11 (11. 16. 05):
The View of Math and Science Reform from the
Superintendents Office. Perspectives from three Superintendents: Dr. Gertrude Bennett,
Superintendent, Southeast Delaware
County School District; Dr. Gary Cooper, Superintendent, Radnor School District; and Dr. Victoria
Gehrt, Superintendent, Bensalem School
District.
Reflections:
Think and Listen. Knowing and Teaching discussion.
HW:
Read:
Mapping the Field by Dr. Pomeroy on Blackboard.
Write one paragraph description of what story you want to tell for your case study: submit this by Wed Nov 23 on blackboard (even though we wonÕt have class that day) just so you will be thinking ahead for this.